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OBEDIENCE 

DEVELOPS 
CHARACTER* 

by President David 0. McKay 



What is the end and purpose of religion, "swaying 
the lives of men the centuries through"? Members 
of The Church of Jesus Christ of Latter-day Saints 
answer in the words of the Lord revealed through 
the Prophet Joseph Smith, that the end and purpose 
of true religion, which is the work of God, is ". . . to 
bring to pass the immortality and eternal life of 
man." (Moses 1:39.) 

And what is the crowning glory of man in this 
earth so far as his individual achievement is con- 
cerned? It is character — character developed through 
obedience to the laws of life as revealed through the 
Gospel of Jesus Christ, who came that we might 
have life and have it more abundantly. Man's chief 
concern in life should not be the acquiring of gold 
nor fame nor material possessions. It should not 
be the development of physical prowess nor of intel- 
lectual strength, but his aim, the highest in life, 
should be the development of a Christlike character. 

Four Pictures of Importance and Beauty 

There are four pictures upon which I always love 
to look. Three are imaginary; one is real. The first 
of these is the picture of Christ before Pilate when 
that Roman official said to the angry mob, "BE- 
HOLD, THE MAN!" As he said it, he pointed to 
Jesus, crowned with thorns, and bearing upon His 
shoulders a purple robe. The angry mob sneered 
and condemned Him as a felon and blasphemer; and 
yet when Pilate said, "Behold, the Man!" he de- 
scribed one who was perfect in character; one who 
was a conqueror over weaknesses and temptations, 
and one who could say, and did say, to His fellow 
workers, "Peace be unto you! I have overcome the 
world." He is our pattern! 

The other picture is Christ in His youth. Have 
you not admired the paintings of the best artists 

(For Course 5, lesson of October 24, "Courage To Do Right"; for 
Course 13, lesson of October 10, "Detours"; for Course 17, lesson of 
October 10, "Respect for the Body"; for Course 25, lesson of August 
1, "Joys and Compensations of Healthful Living"; for Course 29 
lessons of October 17 and 24, "Health and Happiness" and "Way to 
Health"; and of general interest.) 

*This message of President McKay's was presented at the priest- 
hood session of the last General Conference by his son, Edward R. 
McKay. Part of it was reproduced in The Improvement Era in 
June, 1965. It is reproduced here in its entirety. 




Painting by Alvin Gittins. 

who have tried to picture purity and strength in that 
young boy of 12 years? I have; and I never look 
upon one of the choicest of these without feeling 
that I am looking upon one who is the embodiment 
of youthful strength, vigor, and purity. 

The third picture is of a boy described by Na- 
thaniel Hawthorne who looked upon the great stone 
face, and, while thinking of the ideals and virtues 
characterized in that great work of nature, devel- 
oped those same virtues in his own life. 

The fourth is a picture in real life, a youth whose 
clear eyes picture the strength of young manhood 
and the purity of the life he has led. What more 
beautiful thing can one see in nature than that? We 
love beauty in womanhood; we also love beauty and 
(Continued on following page.) 



AUGUST 1965 



301 



OBEDIENCE DEVELOPS CHARACTER (Continued from preceding page.) 



strength in young manhood, and that strength and 
beauty come as a result of true living. 

I am grateful to be associated with the members 
of the priesthood of The Church of Jesus Christ of 
Latter-day Saints, the greatest organization in the 
world for the building of character; an organization 
which is striving to bring to pass the end and pur- 
pose of true religion, which is the immortality and 
eternal life of man. This earth life is the probation- 
ary state through which every soul must pass. By 
overcoming difficulties and temptations, and by ren- 
dering service to others, each may develop toward 
the Christ-character as He revealed it among men. 
It is a glorious ideal; it is inspiring! 

Two Ways in Which Character Is Built 

There are two ways in which we build this char- 
acter in the youth of our Church. One is positive. In 
that positive development we ask our boys and 
young men to participate in the various organiza- 
tions and quorums of the priesthood. Fathers, do 
we realize what this means in the development of 
the character of our boys? I ask that we go from 
this meeting with a determination to unite with the 
officers and teachers in these associations in helping 
them to win the interest of our children who partici- 
pate in these organizations — the Sunday School, 
the Mutual Improvement Association, the Primary. 
These organizations, with our Seminaries and 
Church Schools, are but auxiliaries in this great or- 
ganization of character-building. They are but helps 
to the priesthood. No youth in the Church who 
reaches the age of 12 should be excluded from mem- 
bership in the deacons' quorum; and that member- 
ship should signify a clean life, a prayerful life, and 
faith in the Gospel of Jesus Christ. Every bishop 
should ask the boys of his ward what their attitude 
is in regard to these things before he ordains them 
to the priesthood. This is true of the teachers' quo- 
rum and the priests' quorum. That is but a glimpse 
of the positive means of character-building, and the 
bringing of our children to Christ. 

Now, there is alongside these positive means, a 
negative means. All through life the Latter-day Saint 
child is asked to refrain from indulgence in things 
that will tend to weaken character. He is asked to 
keep the Word of Wisdom; he is asked to keep him- 
self pure and unspotted from the sin of immorality. 
That is a wonderful thing, especially when the com- 
munity and the Church uphold that teaching. 

In the Church we have long known of the evils 
and detrimental effects of cigarette smoking, and I 
ask that all these auxiliary forces in the Church co- 
operate in assisting youth to resist the evil of cigar- 



ette smoking. This habit is an indulgence which 
tends to weaken manhood and to undermine char- 
acter. 

One of the most significant statements in the 
Word of Wisdom, one which carries with it evidence 
of the inspiration of the Prophet Joseph Smith, is 
found in the following statement: ". . . In conse- 
quence of evils and designs which do and will exist 
in the hearts of conspiring men in the last days, I 
have warned you, and forewarn you, by giving unto 
you this word of wisdom by revelation." (Doctrine 
and Covenants 89:4.) "Evils and designs which do 
and will exist in the hearts of conspiring men" — 
the purport of that statement impressed me way 
back in the twenties and thirties of this century. 

I ask you to recall the methods employed by cer- 
tain tobacco interests to induce women to smoke 
cigarettes. You remember how insidiously they 
launched their plan: First, by saying that smoking 
would reduce weight. Their slogan was: "Take a 
cigarette instead of a sweet." Later, some of us no- 
ticed in the theater that they would have a young 
lady light the gentleman's cigarette. Following this, 
a woman's hand would be shown on billboards light- 
ing or taking a cigarette. A year or two passed, and 
soon they were brazen enough to show the lady on 
the screen or on the billboard smoking the cigarette. 

I have a newspaper clipping which I set aside in 
1931 which corroborates this idea. It reads: "It is 
well known that the cigarette manufacturers are now 
after the young women and girls. They say there are 
twenty-five million of these in the United States, and 
if they can popularize smoking among them, they 
will be able to increase their sales from three billion, 
six hundred million dollars annually, to six billion 
dollars. This is their claim and their aim." 

Now, as you all know, it is common to see beauti- 
ful young women depicted on billboards and in mag- 
azine advertisements smoking cigarettes; and now, 
most insidious of all, are the cigarette advertisements 
which come into our homes by way of television and 
are viewed by our boys and girls, of young men and 
young women smoking in the most enticing scenes 
possible. 

Our youth should be taught the hazards of cig- 
arette smoking to health. They should be taught 
that doctors and scientists now have established a 
direct tie to cancer in cigarette smoking. 

Smoking Brings Disability and Death 

Emerson Foote, 1 Chairman of the National Inter- 
agency Council on Smoking and Health, has testi- 



iSee article about Emerson Foote in "A Time to Run" by Wendell 
J. Ashton, outside back cover of this issue. 



302 



THE INSTRUCTOR 



fied that "it has been concluded by responsible scien- 
tific authorities that cigarette smoking is responsible 
for at least 125,000 and possibly 300,000 deaths a 
year in this country. But death is not the only 
thing, it is beyond doubt that there are millions of 
people who suffer varying degrees of disability 
brought on by cigarette smoking." 2 

Somewhere between sixty and eighty percent of 
boys and men, and a somewhat lesser number of 
girls and women, are already habituated to cigar- 
ettes, or they are confirmed addicts. 

The high death rates from cigarette smoking have 
created a demand from many interested groups for 
positive action that will lessen the dangers to health. 
The Royal College of Physicians of Great Britain, 
the American Cancer Society, and the United States 
Public Health Service have led the way in creating 
public reaction against smoking. The American Can- 
cer Society has supported research generously and 
has kept the public and the medical profession in- 
formed on the problems connected with smoking. 
The Surgeon General of the Public Health Service 
has used his official and moral influence in emphasiz- 
ing the dangers involved in smoking. 

These agencies, as well as the great body of re- 
search scientists, have compiled the evidence and 
stated the facts so clearly that every reasonable 
mind is fully aware of the danger entailed in smok- 
ing. 

Advertising Stepped Up 

Notwithstanding the admission of danger from 
smoking, the advertising of cigarettes by the tobacco 
companies has been stepped up to an all-time peak. 
Yet there is never a hint that smoking is already a 
major threat to life. Instead, the advertising con- 
stantly emphasizes the mildness of the cigarette and 
its pleasurable qualities. This cigarette advertising 
is promoted with such reckless abandon, in spite of 
what research has already proved regarding the dan- 
gers from smoking, that the most charitable conclu- 
sion to be drawn is that the promoters have no re- 
gard whatever for the value of human life. It seems 
that success for the tobacco industry is more impor- 
tant than avoiding suffering and death. 

One hundred and thirty-two years ago a 27-year- 
old youth told the world that tobacco was harmful 
for the human body. Members of The Church of 
Jesus Christ of Latter-day Saints were given by di- 
vine revelation the Word of Wisdom, in which they 
were advised to refrain from the use of tobacco in 
any form. They were promised better health as a 
a result. This was strange, as no one knew of any 
danger from smoking at that time. Most of the 
members accepted and applied the instructions given. 



The demonstration presented today by more than 
two million people of the Church should be impres- 
sive to any skeptic. Hundreds of thousands of teen- 
age youths have never smoked. They know that 
smoking is a destructive habit that mars the human 
body, as well as the mind. 

Our homes should establish the fact that the boy 
who indulges in cigarettes is not contributing to his 
advancement and growth in the Church and king- 
dom of God, neither is he preparing himself for his 
responsible place in society. The word of God to the 
Prophet Joseph Smith is that tobacco is not good for 
man. The statement is not qualified in any way. 
Scientists have demonstrated it; men who have tried 
to disprove it have failed, and we as a people stand 
committed to that command from God. Keep the 
habit of smoking and the use of tobacco in any form 
out of the lives of our boys. Resistance of the appe- 
tite will react upon the character and strengthen it, 
and just because a man has developed the habit is 
no justification for his continuing it. Just because 
some man may think he is immune to the ill ef- 
fects of tobacco is no justification for its use in the 
priesthood of God. 

Fathers and mothers and leaders in the Church 
have the obligation of setting an example worthy of 
imitation to the youth. Remember, even though 
you may have the habit, overcoming it will make 
you stronger. 

It is easy enough to be virtuous 

When nothing tempts you to stray. 

When without or within no voice of sin 

Is luring your soul away. 

But it is only a negative virtue 

Until it is tried by fire, 

And the soul that is worth the honor of earth 

Is the soul that resists desire. 

To our boys I would say that if they want to 
live physically, if they want to be men strong in 
body, vigorous in mind; if they want to be good 
in sports, enter the basketball game, the football 
game, the contest in running and jumping; if they 
want to be good scouts; if they want to be good 
citizens, in business, anywhere, they should avoid 
tobacco and live strictly the religious life. 

May God help us as leaders in the Church, as 
fathers and mothers, to reach our boys and girls, our 
young men and women, and impress upon them this 
great lesson, this divine Truth, that to be carnally 
minded is to be miserable, unhappy; but to be spir- 
itually minded, which means to obey the principles 
of the Gospel in all that it means, is to have life, 
life eternal, and peace. 



*Deseret News, March 23, 1965, page A7. 



Library File Reference: Word of Wisdom. 



AUGUST 1965 



303 




A YEAR'S 




• • • 



OF DOG 
FOOD? 



by Glen L. Rudd' 



Photo by Glen L. Rudd. 



In the early days of our Church Welfare Program, 
President J. Reuben Clark, Jr., of the first presi- 
dency, said, "Let every head of every household see 
to it that he has on hand enough food and clothing 
and, where possible, fuel also for at least a year 
ahead." 

Years later, one Latter-day Saint father heard 
this advice and took it to heart. He and his wife 
tried to put away sufficient food and clothing to 
take care of their large family in time of need. They 
lived close to a Church-owned cannery, and several 
times a year they were able to participate in group 
canning projects. They canned corn, peas, beans, 
tomatoes, and some fruit. The mother also bottled 
as much fruit as she could at home. They pur- 
chased cases of soups and other items. Then one 
day they looked with pride at their storage room. 
A feeling of security came over them as they gazed 

(For Course 3, lesson of November 28, "We Serve in the Church 
Welfare Program"; for Course 9, lesson of October 31, "A Leader 
Obeys the Lord's Prophets"; for Course 11, lesson of October 24, 
"Welfare Plan"; for Course 17, lesson of November 7, "The Church 
and Economic Life"; for Course 29, lesson of November 14, "Welfare 
Plan"; and of general interest to the Family Home Evening program.) 



with satisfaction at the neat rows of commodities in 
bright cans and colorful packages. 

For some years this feeling stayed with them, 
as they persisted in their efforts to follow the advice 
and teachings of the prophets of the Church. 

This father was the bishop of his ward and the 
owner of his own business. He worked very hard 
to keep up with his responsibilities. His friends and 
even his doctor became concerned about his health 
and suggested that he get a hobby. Being a lover of 
dogs, he thought he might enjoy raising them; and 
one day he found one that pleased him — a fine, 
registered, purebred, female bulldog. Here was a 
hobby he could really enjoy — raising prize bulldogs! 

When the first puppies came, the whole family 
was excited and pleased. They could part with only 
two of them. They now had three dogs. 

Soon the mother dog had six more puppies. Four 



*Glen L. Rudd is coordinator of Welfare Square in Salt Lake City 
and a member of the Priesthood Welfare and Priesthood Missionary 
Committees. He is also a high councilman in Wilford Stake (Salt Lake 
City). He has served as a bishop and as chairman of the regional 
bishop's council at Welfare Square. He fulfilled a mission in New 
Zealand. He and his wife, the former Marva Sperry, are parents of 
eight children. One of their sons, Lee, recently returned from the 
New Zealand South Mission; another is presently serving in the 
Northeast British Mission. 



304 



THE INSTRUCTOR 



were sold this time. The bishop purchased several 
more, and soon this family had a thriving kennel. 

What had started out as a pleasant hobby was 
now becoming another big job. But it was interest- 
ing and challenging, and the whole family enjoyed it 
together. The best dogs were entered in shows. 
They won many trophies and ribbons in various 
parts of the United States and Canada. The fact 
that it was a rather expensive hobby did not seem 
to matter because the family received so much en- 
joyment from it. 

About two years passed. Then one Saturday 
morning the bishop received a telephone call inviting 
him to chauffeur two general authorities of the 
Church to a stake conference in central Utah. They 
were planning to reorganize the stake. 

Saturday evening arrived, and a meeting was 
scheduled. The two brethren were still interview- 
ing stake leaders and attending to the work of re- 
organization. Rather than delay these duties, they 
asked their bishop friend to speak to the people on 
welfare work. 

As the bishop spoke on the value of security and 
of following the advice of the brethren concerning 
the year's supply, a strange feeling came over him. 
He paused a moment in his talk. Probably no one 
else noticed his hesitation; but the unusual feeling 
remained with him, even after the conference. 

It was two o'clock in the morning. He had taken 
the brethren to their homes and returned to his own. 
Quietly he entered. It had been a rather strenuous 
day, but still he was not feeling tired. The uneasi- 
ness that had come over him earlier was still with 
him, and he went to each of the bedrooms to see if 
all the children were safe and secure. Then he walked 
hurriedly downstairs to the family storage room. 



There he saw the shelves filled with good food. With- 
out any question, here was a year's supply — for his 
dogs! 

He looked more closely to take an inventory of 
the food stored for human use. To his mortifica- 
tion he found not much more than a month's supply 
for his wife and children. His interest in his hobby 
had consumed more and more of his finances and at- 
tention, until now he discovered that he had actually 
put the needs of his family second to the needs of 
his dogs. Was it possible that he loved his valuable, 
pedigreed dogs more than his precious family? This 
could not be true. 

That night he resolved to repent, to put first 
things first; and within a month or two he had dis- 
posed of most of the kennel as well as the dog food. 
All of the money received was used to purchase food, 
clothing, and other necessities for the security of his 
family. Once again the bishop and his wife were 
able to have that good feeling that all was well. 

A few months later there was a real depression in 
their locality — a depression that touched only their 
family. For many months both the father and moth- 
er were bedridden with a serious illness. The father's 
business, without his leadership, lost thousands of 
dollars; and the family's usually good income was 
reduced to very little. It was months before the 
father was able to get back to work, even on a lim- 
ited basis; but with the help of grandparents and 
other family members, this family was able to live 
reasonably well out of what, to them, was the great- 
est storehouse in the Church. It made the difference 
between normal living and serious difficulty. That 
warning to put first things first had come in time. 
And the father was grateful. 



Library File Reference: Welfare Program — Mormon Church. 



INSTRUCTOR STAFF 



Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Boyd O. Hatch 

Production Editor: 
Burl Shephard 

Manuscript Editor: 
Richard E. Scholle 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barber 

Instructor Secretary: 
Ruth Ann Bassett 

Consultant : 
A. William Lund 



Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldous Dixon, Leland H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
M. Nash, Alva H. Parry, Bernard S. Walker, 
Paul B. Tanner, Lewis J. Wallace, Arthur D. 
Browne, Howard S. Bennion, Herald L. Carl- 
ston, Bertrand F. Harrison, Willis S. Peterson, 
Greldon L. Nelson, Jane Hopkinson, G. Robert 
Ruff, Anthony I. Bentley, Marshall T. Burton, 
Calvin C. Cook, A. Hamer Reiser, Robert M. 
Cundick, Clarence L. Madsen, J, Elliot Cam- 
eron, Bertrand A. Childs. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928, 
Copyright 1965 by the Deseret Sunday School 
Union Board. All rights reserved. 

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Bound volumes sell for $6.75 when all maga- 
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scriber supplies his own issues, binding charge 
is $3.75. 



AUGUST 1965 



305 




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|k»nirdoZ rft A*ar the Li. • Ar >< nit », 



THE KILLER 
IS CONVICTED 



&?/ Wallace F. Bennett'' 



"Warning: Continuance of Cigarette Smoking May Be 
Hazardous to Your Health." 

If and when Senate Bill S.599 finally becomes 
law in the United States, this warning language or 
some similar statement will appear on the label of 
every pack of cigarettes. Thus far, however, Con- 
gress has taken only the first two of at least six steps. 
This occurred when the Commerce Committee of the 
Senate approved S.599 and sent it to the Senate as 
a whole for action, where it also passed. The other 
required steps include (3) passage by the House 



(For Course 17, lesson of October 10, "Respect for the Body"; 
for Course 29, lesson of October 17, "Health and Happiness"; and of 
general interest.) 

♦Brother Wallace F. Bennett is the senior senator from Utah, 
and general treasurer of the Deseret Sunday School Union. 



Commerce Committee, (4) passage by the whole 
House of Representatives, (5) a possible conference 
to eliminate differences in language, and (6) signa- 
ture by the President. If all these steps have not 
been taken before Dec. 31, 1966, anything we 
do short of final passage will be cancelled and the 
whole process must begin over again. 

Congress is just beginning to face up to what all 
Latter-day Saints have known for more than 132 
years and what medical researchers began to con- 
firm more than ten years ago. Because our knowl- 
edge came to us through revelation, we have had 
no need for the confirmation of medical research; 
but our faith is always strengthened when science 
finally catches up with revelation. We are heart- 



306 



THE INSTRUCTOR 



ened to know that human knowledge is available 
today to those who do not yet know that God still 
speaks to his children through modern prophets. 

The years between Feb. 7, 1833, when the Proph- 
et Joseph Smith received the revelation now con- 
tained in the 89th section of the Doctrine and 
Covenants which we call the "Word of Wisdom," 
and this action by the Senate were not entirely ster- 
ile. Some religious denominations have taken 
official positions aganst the use of tobacco. Some 
private citizens, drawing on their own experience, 
have warned others of its potential dangers. During 
the past ten years more and more leading doctors 
have spoken out privately and officially to label 
tobacco as a potential killer through cancer and 
heart disease. 

The most effective early American voice was that 
of Dr. Oscar Ochsner of New Orleans, who began 
writing in medical journals in 1955 to share with the 
world the results of research carried on under his 
direction both in his own clinic and in Tulane Uni- 
versity. His pronouncements inspired other activi- 
ties, and the year 1957 was marked with several 
significant milestones on the road which may lead 
to the passage of a ' 'warning label" law. In that 
year Dr. E. Cuyler Hammond, director of research 
of the American Cancer Society, supported by his 
assistant director, Dr. David Horn, made a report 
to the American Medical Association on the effects 
of cigarette smoking based on a carefully documented 
large scale statistical study. In June of that same 
year the Medical Research Council of Great Britain 
issued a report pointing out that there was a high 
statistical link between cigarette smoking and lung 
cancer and added the significant statement that "the 
most respected interpretation of this evidence is that 
the relationship is one of direct cause of the effect." 
The British Council's findings were based on 19 
investigations made in Britain, the United States, 
West Germany, The Netherlands, Switzerland, Nor- 
way, and Finland. The investigators established 
that over the past 25 years there has been a great 
increase in lung cancer paralleling a great increase 
in cigarette smoking. The Council estimated that 
one out of every eight lifelong cigarette smokers 
would die of the disease. 

Based on this startling information, I introduced 
in the Senate, on July 16, 1957, bill No. S.2544, the 
first cigarette labeling bill. Unfortunately, Con- 
gress was not then ready to accept the findings of 
these respected professional, individual groups. The 
cigarette industry is an important economic factor 



in a number of states, and in 1957 Congress was 
not ready to antagonize it. 

The Federal Government took its first tentative 
official step on Jan. 11, 1964, when the United 
States Surgeon General's Advisory Committee on 
Smoking and Health issued a report confirming the 
findings of the early groups and linked cigarette 
smoking with lung cancer. The judgment of the 
Committee was that "cigarette smoking is a health 
hazard of special importance in the United States to 
warrant appropriate remedial action." One week 
after the issuance of the Surgeon General's report, 
the Federal Trade Commission announced that hear- 
ings would be held on proposed trade regulations 
governing labeling and advertising of cigarettes. 
These hearings were held in March last year, and 
more than 500 witnesses participated. The tobacco 
industry challenged the right of the Commission to 
conduct such a proceeding but did not attempt to 
refute the scientific facts regarding cigarette smok- 
ing. 

As a result of these hearings, the Federal Trade 
Commission published proposed new regulations, 
requiring caution labels on cigarettes and imposing 
certain limitations on advertising. These were to 
go into effect on Jan. 1, 1965. Under pressure 
from the tobacco-related industries, the effective date 
was first postponed until July 1, 1965, and later 
postponed indefinitely "until Congress has had time 
to consider legislation relating to this problem." In 
other words, remedial action through the Executive 
Department has been effectively blocked awaiting 
action by Congress. 

Since March the Senate Commerce Committee 
has been considering two bills, S.599 and S.447. It 
has finally reported the first, whose author, Senator 
Warren G. Magnuson of Washington, is chairman of 
the Committee. This bill would require cigarette 
packages to bear the warning label stated at the be- 
ginning of this article. The Committee rejected any 
attempt to put any legal limitation on cigarette 
advertising. The Senate as a whole then passed the 
legislation in mid-June, clearing the second hurdle. 

That these first steps have been taken is in itself 
a good sign, but the battle is far from won. To- 
bacco growers, processors, and distributors represent 
a multi-billion dollar industry and a powerful force 
The final law may not come for several years. In 
the meantime Latter-day Saints still have the ad- 
monition and promises of the Word of Wisdom, and 
we do not need the adoption of federal laws to con- 
firm this special knowledge, which has been ours 
almost since the Church was organized. 



Library Pile Reference: Tobacco. 



AUGUST 1965 



307 



Wilford Woodruff 



Lorenzo Snow 



John Taylor 

\ 



Brigham Young 



Joseph Smith, Jr. 




Joseph F. Smith 



Heber J. Grant 



George Albert Smith 



THE LIVING PROPHET 

BY ELDER HAROLD B. LEE OF THE COUNCIL OF THE TWELVE 

An unbroken chain of authority to preside over The Church of Jesus 
Christ of Latter-day Saints in this dispensation has continued from 
the time of the Prophet Joseph Smith to the present-day administration 
of our Prophet, Seer, and Revelator, and President — David O. McKay. 



* 



Years ago, in company with President Jacobsen 
who was then presiding over the Eastern States 
Mission, I met a banker in New York. We became 
friends. President Jacobsen had given him a copy 
of the Book of Mormon which he had read, and he 
spoke very glowingly of what he called its tremen- 
dous philosophies. Near the close of the business 
hour, he invited us to ride up to the mission home in 
his limousine. On the way, as he talked about the 
Book of Mormon and his reverence for its teachings, 
I said, "Well, why don't you do something about 
it? If you accept the Book . of Mormon, what is 
holding you back? Why don't you join the Church? 
Why don't you accept Joseph Smith, then, as a 
prophet?" 

And he said, very thoughtfully and carefully, "I 
suppose the whole reason is because Joseph Smith 
is too close to me. If he had lived two thousand 
years ago, I would likely believe. But I guess the 
reason I can't accept is because he is so close." 

Here was a man saying, "I believe in the dead 



(For Course 7, lesson of October 10, "Prophets Direct the Church"; 
for Course 9, lesson of October 31, "A Leader Obeys the Lord's 
Prophets"; for the general use of Courses 11, 13, 15, and 17; for 
Course 27, lessons of the month of October on "Moses"; to support 
Family Home Evening lessons Nos. 37-43; and of general interest.) 



prophets that lived a thousand-plus years ago, but 
I have great difficulty believing in a living prophet." 
That attitude is also taken toward God. To say that 
the heavens are sealed and there is no revelation 
today is saying we do not believe in a living Christ 
today, or a living God today — we believe in one long 
since dead and gone. Thus, the term "living proph- 
et" has real significance. 

Years ago, as a young missionary, I was visiting 
Nauvoo and Carthage with my mission president; 
and we were holding a missionary meeting in the jail 
room where Joseph and Hyrum had met their deaths. 
The mission president had related the historical 
events that led up to the martyrdom, and then he 
closed with this significant statement. He said, 
"When the Prophet Joseph Smith was martyred, 
there were many Saints who died spiritually with 
Joseph." So did many die spiritually with Brigham 
Young; so it was with John Taylor. And we have 
people who are still quoting from what is alleged to 
have been revelations given by John Taylor. Well, 
suppose he did have revelations? Did they have any 



*Excerpts from an address delivered to Seminary and Institute 
of Religion instructors at Brigham Young University, July 8, 1964. 
Reprinted by permission. 



308 



THE INSTRUCTOR 



more authority than something that comes from 
President McKay today? Some Church members 
died spiritually with Wilford Woodruff, with Lorenzo 
Snow, with Joseph F. Smith, with Heber J. Grant, 
with George Albert Smith. We have the same afflic- 
tion today — willingness to believe in someone who is 
dead and gone and accept his authority more than 
the words of a living authority. 

It is sometimes very interesting to get the reac- 
tion of the people. Do you remember when Presi- 
dent McKay announced to the Church that the First 
Council of Seventy were being ordained high priests 
in order to extend their usefulness and to give them 
authority to act when no other General Authority 
could be present? I went to a conference, and I 
found a seventy who was very much disturbed. He 
said to me, "Didn't the Prophet Joseph Smith say 
that this was contrary to the order of heaven to 
name high priests as presidents of the First Council 
of Seventy when they were named in the beginning?" 

And I said, "Well, I had understood that he did, 
but had you ever thought that what was contrary to 
the order of heaven in 1840 might not be contrary 
to the order of heaven in I960?" You see, he had 
not thought of that. He again was following a dead 
prophet, and he was forgetting that there is a living 
prophet today. Hence the importance of our stress- 
ing that word "living." 

As I thought about this matter of prophecy, I 
added the words "seer and revelator" — that narrows 
the field, you see, to one man. The prophet, seer, 
and revelator means the President of the Church. 
There are 15 men who are sustained as prophets, 
seers, and revelators, but that does not mean all of 
them have equal authority. It means that in that 
body are those who may become seers, as well as 
prophets and revelators. In a broad sense, a prophet 
is one who is inspired of God to speak in His name. 

Gift of Prophecy Is to All 

The Prophet Joseph Smith said, in answer to 
a query as to how this Church was different from all 
other churches: "We differ in mode of baptism, 
and the Gift of the Holy Ghost by the laying on of 
hands." 1 Every one of you has had hands laid upon 
his head and been blessed to receive the Gift of the 
Holy Ghost. That was, in a sense, a command so to 
live that you could enjoy the gifts of the Holy Ghost. 

The Prophet Joseph Smith said, "No man can 
receive the Holy Ghost without receiving revelations. 
The Holy Ghost is a revelator." 2 Now in a broad 
sense, then, that word "prophet" might apply to all 



history of The Church of Jesus Christ of Latter-day Saints, Vol. 
IV; Deseret News, Salt Lake City, Utah, 1908; page 42. 

2 Teachings of the Prophet Joseph Smith, edited by Joseph 
Fielding Smith; Deseret Book Company, Salt Lake City, Utah, 1958; 
page 328. 



faithful Church members. I do not mean that we 
have the right to receive revelations as to how this 
Church might be run, or that members of a stake 
may have revelations as to who should be named in 
a stake organization or as bishop. But I do say 
that the bishop in his place, the mission president in 
his place, the stake president in his place, the quo- 
rum president, the auxiliary leader, the Seminary 
teacher, the Institute teacher, a father and mother 
in the home, a young person in his or her quest for 
a proper companion in marriage — each has the right. 

No body of people has a gift so widely diffused 
as the gift of prophecy. John quoted the angelic 
messenger who came to him as saying, "... I am thy 
fellowservant, and of thy brethren that have the tes- 
timony of Jesus ... for the testimony of Jesus is 
the spirit of prophecy." (Revelation 19:10.) 

Paul spoke of it to the Corinthians: "Wherefore 
I give you to understand, that no man speaking by 
the Spirit of God calleth Jesus accursed: and that no 
man can say [and the Prophet Joseph Smith said 
that should have been translated 'no man can know'] 
that Jesus is the Lord, but by the Holy Ghost." 
(/ Corinthians 12:3.) In other words, anyone who 
enjoys the gift by which he may have God revealed, 
has the spirit of prophecy, the power of revelation, 
and, in a sense, is a prophet within the sphere of 
responsibility and authority given to him. 

Prophet, Seer, and Revelator Defined 

To get the distinction between a prophet, seer, 
and a revelator, read what was said of Mosiah that 
distinguishes the characteristics of one who holds the 
exalted title of seer and revelator to the Church: 

And the king said that a seer is greater than a 
prophet. 

And Ammon said that a seer is a revelator and 
a prophet also; and a gift which is greater can no 
man have, except he should possess the power of 
God, which no man can; yet a man may have great 
power given him from God. 

But a seer can know of things which are past, and 
also of things which are to come, and by them shall 
all things be revealed, or, rather, shall secret things 
be made manifest, and hidden things shall come to 
light, and things which are not known shall be made 
known by them, and also things shall be made known 
by them which otherwise could not be known. 

Thus God has provided a means that man, 
through faith, might work mighty miracles; there- 
fore he becometh a great benefit to his fellow beings. 
(Mosiah 8:15-18.) 

Now if we go back to that oft-quoted passage that 
all missionaries use regarding authority, "And no 
man taketh this honour to himself, but he that is 
called of God, as was Aaron" (Hebrews 5:4), we get 
a classic statement of how Aaron was called. Defin- 
(Continued on following page.) 



AUGUST 1965 



309 



ing the relationship that he, Moses, would have to 
God, and that Aaron would have to Moses, God 
said, "And thou shalt speak unto him, and put words 
in his [Aaron's] mouth: and I will be with thy mouth 
. . . and will teach you what ye shall do . . . and he 
shall be ... to thee instead of a mouth, and thou 
shalt be to him instead of God." (Exodus 4:15-16.) 
Now that is as clear a statement of relationship 
as I think can be found anywhere — the relationship 
of the prophet of the Lord and the President of the 
Church, the Prophet, Seer, and Revelator, to others 
of us to whom he may delegate authority. 

Is Prophecy Ancient History? 

The need for revelation has been recognized by 
some of our great thinkers over the years. I quote 
the following from Ralph Waldo Emerson: 3 

"Miracles, prophecy, poetry, the ideal life, the 
holy life, exist as ancient history merely; they are 
not in the belief nor in the aspiration of society; but 
when suggested seem ridiculous. ... It is the office 
of a true teacher to show us that God is, not was; 
that He speaketh, not spake. The true Christianity 
— a faith like Christ's in the infinitude of man — is 
lost. ... I look for the hour when that supreme 
Beauty which ravished the souls of those eastern 
men, and chiefly of those Hebrews, and through their 
lips spoke oracles to all time, shall speak in the 
West also. [I suppose he had not heard of the Book 
of Mormon when he wrote this.] The Hebrew and 
Greek scriptures contain immortal sentences, that 
have been bread of life to millions. But they have 
no epical integrity; are fragmentary; are not shown 
in their order to the intellect. 

"I look for the new Teacher that shall follow so 
far those shining laws that he shall see them come 
full circle; shall see their rounding complete grace; 
shall see the world to be the mirror of the soul. . . . 
Nor can the Bible be closed until the last great man 
is born. Men have come to speak of revelation as 
something long ago given and done, as if God were 
dead. 

"The injury to faith [because of that attitude 
with many religious preachers] throttles the preach- 
er; and the goodliest of institutions becomes an 
uncertain and inarticulate voice." 

Then he added, "The need was never greater of 
new revelation than now." 

Speaking as the prophets understood the need, 
President John Taylor said: 

A good many people, and those professing Chris- 
tianity, will sneer a good deal at the idea of present 

"Ralph Waldo Emerson, "An address delivered before the Senior 
Class in Divinity College, Cambridge, Sunday evening, July 15, 1838." 
The Works of Emerson; Vol. I; Boston, Houghton Mifflin and Com- 
pany, 1883; pages 119-148. 



revelation. Whoever heard of true religion without 
communication with God? To me the thing is the 
most absurd that the human mind could conceive. 
I do not wonder, when the people generally reject 
the principle of present revelation, that skepticism 
and infidelity prevail to such an alarming extent. 
I do not wonder that so many men treat religion with 
contempt, and regard it as something not worth the 
attention of intelligent beings; for without revelation, 
religion is a mockery and a farce. If I cannot have 
a religion that will lead me to God, and place me 
en rapport with him, and unfold to my mind the 
principles of immortality and eternal life, I want 
nothing to do with it. The principle of present 
revelation, then, is the very foundation of our 
religion. 4 

President Taylor goes on with this same idea 
and explains why the scriptures of the past are not 
sufficient for us today: 

The Bible is good; and Paul told Timothy to 
study it, that he might be a workman that need not 
be ashamed, and that he might be able to conduct 
himself aright before the living Church [there is 
that word "living" again], the pillar and ground of 
truth. The church — mark, with Paul, was the foun- 
dation, the pillar, the ground of truth, the living 
church, not the dead letter. The Book of Mormon 
is good; and the Doctrine and Covenants, as land- 
marks. But a mariner who launches into the ocean 
requires a more certain criterion. He must be ac- 
quainted with heavenly bodies and take his observa- 
tions from them in order to steer his barque aright. 
Those books are good for example, precedent, and 
investigation, and for developing certain laws and 
principles. But they do not, they cannot, touch every 
case required to be adjudicated and set in order. 

We reauire a living tree — a living fountain — liv- 
ing intelligence, proceeding from the living priesthood 
in heaven, through the living priesthood on earth. 
. . . And from the time that Adam first received a 
communication from God, to the time that John, on 
the Isle of Patmos, received his communication, or 
Joseph Smith had the heavens opened to him, it 
always required new revelations, adapted to the 
peculiar circumstances in which the churches or in- 
dividuals were placed. Adam's revelations did not 
instruct Noah to build his ark; nor did Noah's 
revelation tell Lot to forsake Sodom; nor did either 
of these speak of the departure of the children of 
Israel from Egypt. These all had revelations for 
themselves, and so had Isaiah, Jeremiah, Ezekiel, 
Jesus, Peter, Paul, John, and Joseph. And so must 
we, or we shall make a shipwreck. 5 

The Priesthood Always Here 

President Clark said something that startled 
folks years back. He said, "It is my faith that the 
Gospel plan has always been here, that His priest- 
hood has always been here, that His priesthood has 
(Concluded on page 313.) 



4 John Taylor, The Gospel Kingdom, compiled by G. Homer 
Durham; Bookcraft Company, Salt Lake City, Utah, 1943r page 35. 
5 John Taylor, The Gospel Kingdom, page 34. 



310 



THE INSTRUCTOR 



TITHING 

A SPIRITUAL TEST 

by Bishop John H. Vandenberg 
Presiding Bishop 

It had been many months since rain had fallen. 
The ground was dry and parched. Where streams 
of water once flowed, smooth rocks lay baking in 
the hot sun. Without water it was impossible to 
grow sufficient food; and a famine had spread its 
ugly arm throughout the land, causing great suf- 
fering for the lack of food among the people. 

At the gate to the city of Zarephath a widow 
woman was gathering sticks. "... Fetch me, I pray 
thee, a little water in a vessel, that I may drink. . . . 
Bring me, I pray thee, a morsel of bread in thine 
hand," requested Elijah the prophet, who had just 
entered the city. The widow lady, perhaps some- 
what startled by such a request, explained that 
she did not have a cake but only a handful of meal 
in a barrel and a little oil in a cruse; ". . . and, 
behold, I am gathering two sticks, that I may go 
in and dress it for me and my son, that we may eat 
it, and die." 

How would we react under similar circum- 
stances? Would we give our very last food to the 
Lord's prophet? This lady did, and as a result of her 
obedience, the Lord blessed her. From that time until 
the end of the famine, the barrel of meal was never 
empty, because ". . . she went and did according 
to the saying of Elijah." (See J Kings 17.) 

It would appear that this woman loved the Lord 
and recognized her duty to follow the prophet's di- 
rection, even though it meant giving all she had. 

Today the Lord has given his people the law of 
tithing. President Joseph F. Smith said, "The law 
of tithing is a test by which the people as individuals 
shall be proved. Any man who fails to observe this 
principle shall be known as a man who is indifferent 
to the welfare of Zion, who neglects his duty as a 
member of the Church, and who does nothing toward 
the accomplishment of the temporal advancement 
of the kingdom of God. He contributes nothing, 
either, toward spreading the Gospel to the nations 
of the earth, and he neglects to do that which would 
entitle him to receive the blessings and ordinances 
of the Gospel." 1 



(For Course 3, lesson of August 22, "We Pay Tithing"; for Course 
13, lesson of November 28, "Paying the Bills"; for Course 17, lesson 
of November 7, "Church and Economic Life"; for Course 25, lesson 
of October 3, "Tithing"; for Course 29, lesson of October 31, "Law 
of Tithing"; and of general interest.) 

Joseph F. Smith, Gospel Doctrine, fourth edition; Deseret Book 
Company, Salt Lake City, Utah, 1928; page 283. 



We should all remember that "the earth is the 
Lord's and the fulness thereof." All that we have 
or hope to have comes as a blessing to us from God. 

The law of tithing is given to be a blessing to 
the people. It is to help the members of the Church 
overcome selfishness, learn obedience; and it is a 
practical method of establishing the kingdom of God 
upon the earth. Through our voluntary contribu- 
tions we become more considerate of the welfare of 
others, and we prove our loyalty to the Church. The 
principle of tithing is truly a measuring rod of our 
faithfulness. No person can remain true to God if 
he fails to pay an honest tithing. It requires faith 
to voluntarily contribute the substance which we 
are prone, as mortals, to value so highly. 

The tithes are distributed to meet the needs of 
the Church under the inspiration of the Prophet 
and President of the Church. Every chapel erected 
is partly financed through tithing funds. These funds 
are used to support our Church schools, temples, 
hospitals, seminaries, to assist the needy, and to 
further the administration of missionary work. 

Every member of the Church has the right and 
responsibility of meeting with his bishop annually 
and checking over his tithing record. This provides 
an opportunity for him to declare whether or not 
he is a full tithe-payer. The Lord has declared that 
we gain blessings in life by obedience to various 
laws. He has promised blessings to those who are 
faithful and honest in the payment of their tithes. 

Will a man rob God? Yet ye have robbed me. 
But ye say, Wherein have we robbed thee? In tithes 
and offerings. 

Ye are cursed with a curse: for ye have robbed 
me, even this whole nation. 

Bring ye all the tithes into the storehouse, that 
there may be meat in mine house, and prove me 
now herewith, saith the Lord of hosts, if I will not 
open you the windows of heaven, and pour you out 
a blessing, that there shall not be room enough to 
receive it. (Malachi 3:8-10.) 

In a revelation given to the Prophet Joseph Smith 
at Kirtland, Ohio, Sept. 11, 1831, the Lord stated: 

Behold, now it is called today until the coming 
of the Son of Man, and verily it is a day of sacri- 
fice, and a day for the tithing of my people; for 
he that is tithed shall not be burned at his coming. 

(Doctrine and Covenants 64:23.) 

I would like to suggest that each one read and 
study section 119 of the Doctrine and Covenants, 
regarding our obligation in the payment of tithing — 
a spiritual test of our love of God. 

Library File Reference : Tithing. 



AUGUST 1965 



31 



MORALITY 

AND 

MODERN 

LITERATURE 



by Robert K. Thoinas* 



Ours is an age with a casual approach to violence. 
Those who live in large cities — or in some not 
so large — know that there are certain places where 
it is physically unsafe to go. We may not be looking 
for trouble, but we are sure to find it if we place 
ourselves in obviously hazardous situations. This is 
an uncomfortable fact, but a fact nonetheless; and 
only the ignorant or the foolhardy expose themselves 
to needless danger. A wise man weighs carefully 
the cost of his knowledge. Experience which might 
cost him his earthly life would have to be precious 
indeed. 

If such consideration for our physical well-being 
would seem appropriate to most intelligent men, 
surely an equal concern for our mental and spiritual 
welfare — our eternal life — is necessary; yet how rare- 
ly do we see our dangers in this area so clearly. 

Violence can take many forms. If the front 
pages of our newspapers recount instances of physi- 
cal violence with sickening regularity, we need only 
turn to the movie advertisements or book reviews to 
experience moral violations which are even more dis- 
tressing. How desperately we look for entertain- 
ment to which we can take our families — or for a 
book to read which is not arrogantly obscene. 




(For Course 13, lesson of September 26, "Helps to Safety and 
Happiness"; for Course 15, lesson of September 19, "Political and Re- 
ligious Disintegration"; for Course 17, lesson of October 17, "Culti- 
vation of the Mind": for Course 25, lessons of October 31 and No- 
vember 7, "Living with Boo^s"; to support Family Home Evening 
lessons Nos. 24-26; and of general interest.) 



Photo by Luoma Studios. 



It is time, however, that we recognize our own 
responsibility for the moral state of society. Most 
of us know that all it takes for evil to triumph is 
for good people to do nothing. Yet how reluctantly 
we apply this to our moral lives! 

Perhaps a laudable desire to be fair, an unwilling- 
ness to impose our own standards on others, has 
fooled us into thinking that "objectivity" in moral 
matters is an intelligent approach to a difficult sub- 
ject. Nothing could be more deceptive. To be ob- 
jective in morals is to support the immoral; for to 
take no stand is to accept this implication that moral 
discriminations are not meaningful, and that is ex- 
actly the position of those who traffic in immorality. 

Occasionally we hear it argued that it is possible 
to read a book which is basically immoral without 
being negatively affected. We are supposed to be 
able to concentrate on the excellence of the language 
or the beauty of setting, perhaps even admire the 
author's skill in portraying immoral situations, with- 
out ourselves becoming identified with them. Such 
shabby rationalization should not go unanswered. 
We need to state flatly that a filthy idea cannot be 
beautifully expressed. It may be skillfully given — 
witness much of modern advertising — but the auth- 

* Robert K. Thomas is an assistant professor of English and direc- 
tor of the honors program at Brigham Young University. He received 
his B A. degree from Reed College (Portland, Oregon) and his M.A. 
from the University of Oregon. 



312 



THE I NSTRUCTOR 



or's attitude toward his material seeps through the 
chinks in his prose. 

A writer's content and expression are not sepa- 
rate. If we delude ourselves into believing that they 
are, we are making an artificial distinction which 
the writer does not make. He intends to affect us 
wholly — and he always succeeds. Whether his effect 
is great or small, it is never partial. We cannot help 
reacting emotionally as well as apprehending intel- 
lectually. At first we rnay be appalled by the minute 
descriptions of immorality which characterize much 
modern writing; but repeated exposure to wicked- 
ness softens its impact, and before long, even the 
revolting becomes commonplace. 

The danger here is that we lose the power to dis- 
criminate; and, in so doing, we cannot prepare our 
children to make proper choices. We do not aid our 
children by trying to isolate them totally from the 
world. This simply is not possible. But we can help 
them develop their God-given ability to choose cor- 
rectly. This development, however, is earned and 
learned by both parents and children. We should 
not lull ourselves into thinking that our boys and 
girls automatically pick up moral judgment in school, 
along with algebra and history. High school — and 
even junior high — reading lists often include books 
which require relatively sophisticated moral sensi- 
tivity. We cannot solve this problem by attacking 



the schools. They are sincerely trying to expose 
students to the realities of the life they will face. 

Parents, not the schools, must accept responsi- 
bility for establishing the moral base from which 
their children judge. To begin with, this is going to 
require some of us to turn off the TV and read 
with our children. No one is going to be impressed 
by our condemnation of a book we have not read; 
and unless we can help a child understand the prin- 
ciple behind our judgment, we do not help him 
choose properly when he is without our direct guid- 
ance. We pay for the education of our children in 
many ways, not the least of which is to keep them 
intellectual company. A child who loses the intel- 
lectual companionship of his parents may find it 
difficult not to succumb to moral loneliness also. 

The Gospel does provide a key by which all 
things may be judged. We should help our children 
to see how Gospel principles provide direction for 
them which most modern authors do not provide. 
In presenting our religious beliefs to others, personal 
modesty is always appropriate; but we should not 
apologize for our religion, for the truth needs no 
apology. All problems are finally theological. As 
our children come to understand this, they will have 
an infallible yardstick by which to discriminate in a 
world which is rapidly losing the will to make moral 
choices. 

Library File Reference: Pornograpny. 



THE LIVING PROPHET (Concluded from page 310.) 

been on the earth, and that it will continue to be so 
until the end comes." 

When that conference session was over there were 
many who said, "My goodness, doesn't President 
Clark realize that there have been periods of apos- 
tasy following each dispensation of the Gospel?" 

I walked over to the Church Office Building that 
day with President Joseph Fielding Smith, and he 
said, "I believe there has never been a moment of 
time since the creation but what there has been 
someone holding the priesthood on the earth to hold 
Satan in check." 

And then I thought of Enoch's city with perhaps 
thousands who were taken into heaven and were 
translated. They must have been translated for a 
purpose and may have had sojourn with those living 
on the earth ever since that time. I have thought of 
Elijah, perhaps Moses, for all we know — they were 
translated beings, also John the Revelator. I have 



thought of the three Nephites. Why were they 
translated and permitted to tarry? An answer is 
suggested in the above statement of President Smith. 

I sum up now with what George Buchanan once 
said: 

"In times of danger, therefore, whatever my own 
feelings may be ... I always look and always have 
looked to the man whom God has placed to preside 
over his people. I watch for his demeanor, I know 
it is for him to give the signal. It is for him to direct 
the movement of the crew of the ship, Zion. It is 
for him to direct how she shall be steered. So far 
as human power is necessary for this purpose; and 
when there are no indications of fear on his part, 
when he feels serene and confident, I know that I 
can do so with the utmost safety and that this entire 
people can trust in that God who placed His Church 
upon this earth. Keep your eyes on the captain of 
the ship, if you will." 

Libi y File Reference : Prophets, 



AUGUST 1965 



313 



DARE TO 
DO RIGHT 



by Victor B. Cline' 



To teach young children effectively of the dra- 
matic and awesome struggle between the forces of 
good and evil, we must use the images and language 
children understand best: the parable or story that 
involves real people trapped or caught between temp- 
tation and conscience, reason and impulse, the spir- 
itual and the carnal, right and wrong. 

The following stories might be used to help 7- 
and 8 -year-old students understand more clearly the 
fact that when God gave us our free agency, He did 
so because it was necessary to allow us to choose evil 
or good. Thus He gave us the potential of inflicting 
pain and sorrow not only upon ourselves, but also 
upon other completely innocent people. Sometimes 
followers of Satan, using free agency, will seek to 
destroy or injure the righteous. This may involve 
persecution, being falsely accused or being treated 
with contempt. However, free agency has to allow 
the possibility of evil and pain; otherwise there 
would be no progress in choosing for ourselves our 
pattern of behavior. But free agency also allows 
expressions of love, goodness, mercy, sacrifice, cour- 
age, honesty, and most important, repentance or 
change. All the laws of the Gospel are built on this 
basic foundation. 

As we go through the journey of life, we are not 
without "roadmaps." These our Father in heaven 
has provided for us in the form of laws, command- 
ments, and counsel from our spiritual leaders. He 
has also provided many teachers and helpers to 
assist us in understanding these "maps" and the 
dangers along our route of travel. We are thus free 
to follow these guides; or, if we wish, we can reject 
them and go off on our own, or follow the advice of 
Satan and his followers. But if we do the latter, we 

(For Course 5, lesson of October 17, "Dare to Do Right"; for 
Course 9, lesson of October 10, "A Leader Seeks the Lord"; to support 
Family Home Evening lessons Nos. 13, 25, 34; and of general interest.) 



must realize the possibility of becoming lost and 
accept the consequences of pain and sorrow which 
will surely follow. 

When Brother Howard was 25 years old, our 
Father in heaven inspired His servants to call him 
to be a bishop. This, of course, was a great honor 
for one so young. But shortly after his installation, 
Bishop Howard attended a sales meeting of his com- 
pany, one which included all important employees. 
There was a great banquet and dinner, followed by 
much drinking, loud laughter, and merrymaking. 
Bishop Howard was gracious and friendly, though 
he did not imbibe. 

Suddenly several of the men who were drunk 
and who knew about his Church calling decided that 
Bishop Howard ought to have a drink to be "one of 
the boys." When the new bishop turned down the 
invitation, they became obnoxious and insistent. 
When he again refused, a tense situation developed. 
One of the men loudly protested that they would 
bar the doors and not allow him to leave until he 
had taken at least one alcoholic drink with them. 

All eyes were on the bishop, many of them un- 
friendly and antagonistic. What should he do? In 
this moment of need, he said a silent prayer; and 
suddenly he felt that the time had come to leave. 
Not a hand was laid on him. How he got out he 
was not sure himself. But he did leave the room. 

The following day when he talked with several 
who were there, they said that no one saw him leave; 
and no one knew how he had managed to get out 
when all the doors were barred. Bishop Howard later 
felt that even though he had been ridiculed and 
abused for living his religion as he felt that he 
should, the Lord had blessed him and provided an 
escape. 

When Alma and His Brethren Were Persecuted 

More than 100 years before the birth of Christ, 

the mighty Lamanites placed one of the wicked 

priests of King Noah, called Amulon, in authority 

over Alma and his Nephite brethren who were in 

captivity in the city of Helam. Amulon despised the 

righteous and God-fearing Alma and his people. He 

persecuted them with vigor and tried to make their 

lives as miserable as possible. Their afflictions soon 

became so great that they cried out in great anguish 

to their Father in heaven. Day and night they 

prayed for relief from the terrible persecution at the 

hands of their wicked, godless captors. 

(Concluded on page 317.) 

♦Victor B. Cline obtained his A.A., B.A., and Ph.D. degrees 
from the University of California at Berkeley. During his life he 
has received many honors and awards. He has taught psychology 
in several California and Utah universities. He is presently an 
associate professor of psychology and a clinical psychologist at the 
University of Utah. In Church service Brother Cline has been a 
high councilman, a member of a bishopric, and a high priest group 
leader. He and his wife, Lois, are parents of eight children. 



314 



THE INSTRUCTOR 



THE MAGNITUDE OF MICROFILMING 



Success of the microfilming program by the Gen- 
ealogical Society is indicated not only by an in- 
crease in production, but also by more extensive 
permission to microfilm many valuable records. 

Since October, 1938, the Genealogical Society of 
the Church has been microfilming records in many 
parts of the world. In the last few years phenome- 
nal growth has taken place. 

In many places in North America we are now mi- 
crofilming valuable genealogical and historical rec- 
ords, where only a few years ago these documents 
were either unknown or permission could not be ob- 
tained to perform this service. 

Microfilming operators are now working in New 
York and Massachusetts. A very valuable cemetery 
index of New York State will be completely filmed 
during 1965. Several years will be needed to com- 
plete all the work in New York and Massachusetts. 
The state of North Carolina has employed its own 
staff and equipment to film its records, but copies 
of these very valuable county records have been 
made available to us in an exchange program. At 
the present there are two fulltime operators working 
in Georgia, and we hope that work will be completed 
in that state during 1965. Then we will be micro- 
filming in New Jersey, West Virginia, and Alabama, 
or in one of many eastern states which have re- 
quested our services. 

There is no doubt that one of the reasons for the 



increase in microfilming activities of valuable gen- 
ealogical records is the famed storage vault in Little 
Cottonwood Canyon. In this regard a special bro- 
chure of colored pictures is being prepared for 
presentation to archivists and librarians both here 
and in Europe. This, it is felt, will greatly ease the 
problem of gaining permission to microfilm valuable 
records. Of interest in the program is the fact that 
work has been generally completed in Connecticut, 
Deleware, Maine, Maryland, New Hampshire, North 
Carolina, Vermont, and Virginia. 

Microfilming has been done, but not completed, 
in Arizona, Colorado, District of Columbia, Florida, 
Georgia, Hawaii, Idaho, Illinois, Indiana, Kentucky, 
Louisiana, Massachusetts, New Jersey, New Mexico, 
New York, Ohio, Pennsylvania, Rhode Island, South 
Carolina, Tennessee, Texas, Utah, Washington, and 
West Virginia. 

The Genealogical Society has obtained micro- 
films by exchange and by purchase from all states 
and American areas. United States census records 
are generally complete for all states from 1800 to 
1870, and most of the 1880 census records and parts 
of the 1890 census records are in the library. There 
were approximately 89,000 100-foot rolls of micro- 
film on American Genealogical Records, as of June, 
1965. —Paul F. Roy all* 

(For Course 21, lesson of October 10, "First and Second Genera- 
tion Research"; and of general interest.) 

* Brother Royall is general secretary of the Genealogical Society. 
Library File Reference: Genealogy. 



Compare with inside back cover chart in The Instructor February, 1964. 



# o 



HAWAII 




Cameras have operated. 
Completed or large progress 



W— Now working. 
E— Exchanging. 



AUGUST 196 5 



315 



Obedience 

IS THE FIRST 
LAW OF HEAVEN 

by Elder S. Dilworth Young 

of the First Council of Seventy 

"We teach correct principles, and they govern 
themselves." This was the concentrated statement 
of the basic factor of Church government as given by 
the Prophet Joseph Smith to an inquiring visitor. 
There is an element of pride in the statement. It 
is another way of saying that those who are taught 
true principles become self-controlled, responsible 
people. It would follow, too, that those who are 
taught correct principles and do not govern them- 
selves are not worthy to be called Saints. 

Many years ago, in my late adolescent years, I 
walked into Richards Ward to attend sacrament 
meeting. President Charles W. Penrose was to be 
the speaker of the evening. I sat down at the rear 
of the chapel and waited for the meeting to start. 
Soon President Penrose entered with the bishop and 
started down the aisle. Someone, probably a Sun- 
day School officer, had hung a neatly printed sign 
on the pulpit which read, "Order is the first law of 
heaven." 

President Penrose saw the sign, stopped, turned 
to the bishop, and asked, "Who put that placard 
there?" The bishop did not know and said so, but 
he was obviously a little embarrassed about it and 
was not sure whether he was going to be rebuked 
or praised. President Penrose said nothing more 
and proceeded to the stand. When he arose to de- 
liver the sermon, we soon knew that we would never 
know what his original topic was, for he spent an 
hour marshaling all of the scriptures, arguments, 
and logic to show that indeed "Order" is not the 
first law of heaven but that "Obedience" is. 

That is the primal purpose of the Father of us 



(For Course 3, lesson of August 29, "When We Believe, We 
Obey"; for Course 9, lesson of October 31, "A Leader Obeys the 
Lord's Prophets"; for Course 13, lesson of October 10, "Detours"; 
for general use of Courses 7, 11, 15, 17, 25, 27, and 29; to support 
Family Home Evening lesson No. 28; and of general interest.) 



all. He revealed it to Abraham as the great objec- 
tive in His work of bringing man back into his 
presence. 

He said, ". . . We will go down, for there is space 
there, and we will take of these materials, and we 
will make an earth whereupon these may dwell; and 
we will prove them herewith, to see if they will do 
all things whatsoever the Lord their God shall com- 
mand them." (Abraham 3:24-25.) 

Now obedience, like all principles for our good, is 
to be implemented by men appointed of God. One 
of the ways we obey the Lord is by being obedient 
to His servants. Joseph Smith could well condense 
the general teaching to a few short words, for he 
had had experience in applying it. His method was 
to teach correct principles and persuade men to fol- 
low them, correcting, chiding where needed, rebuking 
where stronger means became necessary, but withal 
showing a spirit of much love and quick forgiveness 
so that men quickly learned and practiced the prin- 
ciple. He had some rebellious men to handle, too. 

One of his first real attempts to teach obedience 
was during the march of Zion's Camp. Here, about 
one hundred and thirty-five men banded together 
in Ohio and marched to Missouri twelve hundred 
miles away. The prophet continually warned them 
of trouble if they disobeyed his counsel. Sometimes 
the trouble came at once, at other times it was 
delayed. There was this time, for instance: 

This evening there was a difficulty between some 
of the brethren and Sylvester Smith, on occasion of 
which I was called to decide in the matter. Finding 
a rebellious spirit in Sylvester Smith, and to some 
extent in the others, I told them they would meet 
with misfortunes, difficulties and hindrances, and 
said, "and you will know it before you leave this 
place," exhorting them to humble themselves before 
the Lord and become united, that they might not 
be scourged. A very singular occurrence took place 
that night and the next day, concerning our teams. 
On Sunday morning, when we arose, we found almost 
every horse in the camp so badly foundered that we 
could scarcely lead them a few rods to the water. 
The brethren then deeply realized the effects of dis- 
cord. When I learned of the fact, I exclaimed to the 
brethren that for a witness that God overruled and 
had His eye upon them, all those who would humble 
themselves before the Lord should know that the 
hand of God was in this misfortune, and their horses 
should be restored to health immediately; and by 
twelve o'clock the same day the horses were as 
nimble as ever, with the exception of one of Sylvester 
Smith's, which soon afterwards died. 1 

On another occasion the Camp was crossing the 
Mississippi: 

While encamped on Snye Island, the brethren 



history of The Church of Jesus Christ of Latter-day Saints, 
Vol. II; Deseret News, Salt Lake City, Utah, 1904; page 68. 



316 



THE INSTRUCTOR 



manifested a disposition to scatter through the 
woods for hunting, but I advised them to the con- 
trary. Some of the brethren went on to the sand bar 
and got a quantity of turtles' eggs, as they supposed. 
I told them they were snakes' eggs, and they must 
not eat them; but some of them thought they knew 
more about it than I did, and still persisted they 
were turtles' eggs. I said they were snakes' eggs — 
"Eat snakes' eggs, will you? The man that eats 
them will be sorry for it; you will be sick." Notwith- 
standing all I said, several brethren ate them, and 
were sick all the day after it. 2 

But the delayed punishment for disobedience 
ended in tragedy: 

While we were refreshing ourselves and teams 
about the middle of the day [June 3rd], I got up 
on a wagon wheel, called the people together, and 
said that I would deliver a prophecy. After giving 
the brethren much good advice, exhorting them to 
faithfulness and humility, I said the Lord had re- 
vealed to me that a scourge would come upon the 
camp in consequence of the fractious and unruly 
spirits that appeared among them, and they should 
die like sheep with the rot; still, if they would repent 
and humble themselves before the Lord, the scourge, 
in a great measure, might be turned away; but, as 
the Lord lives, the members of this camp will suffer 
for giving way to their unruly temper.* 

Some members of the camp were still unruly, and 
as a result cholera broke out in the Camp. Fourteen 
died as a result, and many more were ill. This 
tragic event was graphically described by Heber C. 
Kimball in a footnote in the History of the Church of 
Jesus Christ of Latter-day Saints, Vol. II, page 116. 



-History of The Church, Vol. II, page 82. 
"■History of The Church, Vol. II, page 80. 



These are graphic instances where men learned 
that it was better to obey than be rebellious. By the 
time Zion's Camp was disbanded most of its mem- 
bers had thoroughly learned to be obedient to the 
prophet of God and to the Lord's commandments. 

During the life of the Prophet much of his time 
was spent in calling men to service and then teach- 
ing them the requirements of the service. Volun- 
tary obedience was the cornerstone of all of the 
work he asked men to do. It was the thorough learn- 
ing of this lesson during the life of the Prophet 
Joseph which enabled the Church to move West, to 
reach the Salt Lake Valley, to spread out and occupy 
the Territory of Deseret, without disorder. 

At this time in Church history, while conditions 
are not the same, the principles are still in force. 
Men, women, and children are expected to be obedi- 
ent to the calls and requests of their leaders, to 
accept rebuke when given with the righteous inspira- 
tion of the Holy Ghost; while those rebuking are 
to show added love afterwards towards those thus 
rebuked. 

All young Latter-day Saints must learn the lesson 
of obedience to leaders and to principles if they are 
to obtain eternal life. The Word of Wisdom, the 
Ten Commandments, the Sermon on the Mount, the 
42nd Section of the Doctrine and Covenants — all of 
these are the word of the Lord to us for guidance. 
If obeyed, these laws bring happiness and joy; and 
if disobeyed, they will bring sorrow and pain just 
as surely as quarrelling brought on the foundering of 
the horses in Zion's Camp and prolonged disobedi- 
ence brought on the cholera. 



Library File Reference: Obedience. 



DARE TO DO RIGHT (Concluded from page 314.) 

The evil Amulon heard their cries as he walked 
among Alma and his people. This made him very 
angry, so he ordered his Lamanite guards to kill any 
Nephites found praying to God. However, while 
Alma and his people were unable to raise their voices 
in prayer, they did pour out their hearts in secret 
prayer, calling upon God for help. And the voice 
of God came to them, telling them that He was aware 
of their afflictions, and to be of good comfort and lift 
up their heads, for they would be delivered out of 
bondage. He told them that He would ease the 
burdens which were put upon their shoulders so 
that they could stand as witnesses to God's grace 
and blessings thereafter, and that they would know 
for a surety that God lives and does visit His people 
in their afflictions. 

And then a great miracle occurred. The Lord 
strengthened His people to such an extent that they 



were able to bear their burdens with ease. They were 
able to submit with cheerfulness and patience to all 
that the Lamanites put on them, for they felt it not. 
And so great was their faith and patience that the 
voice of the Lord came unto them again, saying, "Be 
of good comfort, for on the morrow I will deliver 
you out of bondage." The following night they were 
instructed to gather all their flocks and their food 
supplies. In the morning the Lord caused a deep 
sleep to come upon the Lamanites, and Alma and his 
people were able to depart into the wilderness. 

When the Lamanites awoke, they attempted to 
follow the escapees, but the Lord confused and frus- 
trated them so that their plans came to naught. 
After a journey of twelve days, the Nephites arrived 
in the land of Zarahemla, "and king Mosiah did also 
receive them with joy." (See Mosiah 23, 24.) 

Library File Reference : Persecution. 



AUGUST 1965 



317 




Eighth Article 
in the Family Home Evening Series 

THE BIG 
PICTURE 

by Reed H. Bradford 



President Abraham Lincoln wrote for Congress 
to read on Dec. 1, 1862, "In times like the present, 
men should utter nothing for which they would not 
willingly be responsible through time and eternity." 1 



Robert was a middle-aged man. He had held and 
now held many responsible positions in the Church 
and in his community. His influence extended into 
many lives and organizations. On this occasion they 
were honoring him for one of his fine achievements. 
In responding to the acclaim which had been given 
him, he expressed his gratitude to many individuals, 
including his wife and children. Then he said: 

"In the lives of all of us there are critical mo- 
ments that have a profound influence upon what we 
subsequently become. At such times it is difficult, 
because of emotional stress, for us to see the big 
picture. We often say and do things in such mo- 
ments which do give the release to the emotional 
stress, but which prevent us or others from achiev- 
ing goals of great importance. Tonight I wish to pay 
tribute to my father, who, in a time of tension and 
anxiety, somehow found the maturity to say and do 



(For Course 17, lesson of October 24, "Marriage and Family 
Life"; for Course 25, lessons of October 17, November 21 and 28, 
"Home Atmosphere" and "Discinline"; for Course 29, lesson of 
September 5, "Marriage and Family Relationships"; to support Fam- 
ily Home Evening lessons Nos. 21, 29, 30; and of general interest.) 

^arl Sandberg, "Speeches of the Year," Brigham Young Univer- 
sity, Feb. 18, 1959; page 9. 



the things which had a profound influence upon 
my life. 

"Up to the time I was 17, my father and I did 
not get along very well with each other. We used 
to argue at great length. One day a matter came up 
over which we disagreed violently. I finally said to 
him, 'This is the straw that breaks the camel's 
back. I am not going to put up with this any longer. 
I am leaving, and I do not intend to return.' 

"So saying, I went to the house and began gath- 
ering my things together. My mother, who had 
witnessed the whole thing, came with tears in her 
eyes and pleaded with me not to go. But, I was so 
angered that I did not yield to her pleadings. Final- 
ly I finished packing my bags and left the house. 
As I was going through the front gate, my father 
called to me. As he came up to me he said, 'I have 
finally realized that some of the main blame for 
your leaving lies with me. For this I shall always 
be sorry. But, I want you to know that wherever 
you go, you will always have my best wishes; and, 
should the time ever come that you would like to 
return to our home, you will be welcome. I will try 
to do anything I can to make our home a place 
where you would like to be. Finally, I want you to 
know that in spite of my behavior, I do love you.' 

"I left our place, bought a ticket to take me a 
hundred miles from nowhere, boarded the bus, and 
sat down. But as I calmed down, I began to think 
about what my father had said. I began to realize 
what a mature thing he had accomplished. He had 
apologized to me. He had indicated that he wanted 
me to come back. In a real sense, he was asking for 
my forgiveness. For the first time, he had told me 
in words that he loved me. 

"I now realized my own responsibility toward 
him. I knew I would never find peace with myself 
unless I reciprocated this forgiveness. Beyond this, 
I now wanted to go back. He had opened his heart 
and his soul to me; and I wanted to feel that warmth, 
understanding, and love which he had. 

"I got off the bus. I bought a ticket back to my 
home. I arrived there shortly before midnight. As 
I opened the door and turned on the light, I saw 
my father sitting in his old rocking chair. He looked 
up and saw me; and we rushed into each other's 
arms — the first time we had ever done so. That 
was the beginning of a new relationship between my 
father and me. I can honestly say that I never have 
had, nor do I expect to have, a finer relationship 
than we had in the ensuing years. 

"He has now passed on, but I want to pay him 
tribute tonight for being able to put first things 
first in a time of crisis." 



318 



THE INSTRUCTOR 



It is normal for people with different back- 
grounds and experiences, people who also may differ 
in age and sex, to develop tensions in their relation- 
ships. In times of emotional stress, it is often easy 
to permit defense of oneself and his point of view 
to become the primary factor motivating his action. 
Yet our Heavenly Father has asked more of us 
than this. On one occasion the Saviour said: 

But I say unto you, Love your enemies, bless 
them that curse you, do good to them that hate you, 
and pray for them which despitefully use you, and 
persecute you; that ye may be the children of your 
Father which is in heaven. . . . (Matthew 5:44, 45.) 

How does this apply to each of us as family mem- 
bers? For the husband and father it would mean 
that when he comes home at night, tired, he is able 
to manage his emotions. He does not permit the 
natural enthusiasm of young children to cause him 
to overstep the sensitive line in his relationship with 
them by shouting, spanking, or showing real irrita- 
tion, simply because he is tired and because he is 
taking out on them his own frustrations. He should 
not be thought of primarily as a stern disciplinarian, 
but as a real friend to his children and someone who 
loves them. He also gives his wife genuine respect 
and understanding. Even though he may be tired, 
he is willing to help her in some of her household 
activities. As a holder of the priesthood, he assumes 
his responsibility in giving devotion to teaching his 
children the principles of the Gospel of Jesus Christ. 
He does not neglect doing this because of some other 
important assignment which he has, since no one is 
more important than his own children. They are 
not only his children, they are also the children of 
his Heavenly Father. 

For a wife and mother, this would mean that she 
perceives the significant role that she plays, along 
with her husband, in helping their children to be- 
come the sons and daughters of God. (See Doctrine 
and Covenants 11:30.) She realizes that in influenc- 
ing her children, she is also influencing her chil- 
dren's children, and so on from one generation to 
another, because behavior patterns in significant 
areas are passed on throughout the generations of 
time. Realizing the importance of this role, she does 
not neglect her children. 

She also works in a system of "paired unity" 
with her husband. She is able to put the mechanical 
aspects of homemaking in their proper perspective. 
She realizes that making their home a pleasant place 
in which to live contributes to the achievement of 
her husband and children. 

"The love between husband and wife should be 
a warm, flowing, inspiring power. It should be sure 
and strong and safe and satisfying to each of them, 



and the benefits of this love should be felt by other 
people in a variety of ways. This kind of feeling 
inspires the participant to do his professional job 
with more enthusiasm and sensitivity. It tends to 
create a feeling of acceptance and kindliness in a 
person toward the world in general. It makes life's 
demands reasonable, its sacrifices tolerable, its re- 
wards apparent and emphatic. It causes a person 
to want to be better, makes smiling easy, makes 
aloneness unlonely, and silence, peaceful. It moti- 
vates, supports, encourages, rewards." 2 

Children should remember, in their goal of trying 
to acquire mature behavior, that the years they will 
spend in their parent's home are limited ones. They 
should keep in mind that a great deal can be learned 
from their parents. When parents sometimes will 
not permit activities that seem so very important, 
children might try consciously to change roles with 
the parents and see things from the parents' point 
of view. During the few years they have with their 
parents, children might try to learn from them be- 
cause the parents are older, have more knowledge. 

Each of us should think not only of ourselves 
in any given action, but also of the organiza- 
tions we represent. It is reported that on one occa- 
sion after a great battle of the Civil War, President 
Lincoln and his secretary went to see one of the 
generals to discuss future strategy. When they ar- 
rived, the butler announced to them that the general 
was preparing to take a nap. Lincoln's secretary 
asked the butler to announce that the President 
wished to see the general. The butler returned and 
said that the general would see the President after 
the general had taken his nap. President Lincoln 
and his secretary waited for a considerable length 
of time, and finally the general appeared. President 
Lincoln discussed the important matters with him. 
After they had left the house, President Lincoln's 
secretary was furious over the insult they had en- 
dured. Lincoln's reply was that his main objective 
was to win the war and save the union, and that 
what happened to him personally was of minor con- 
sequence in comparison with these two major goals. 

Each one of us should remember, in all of our 
behavior, that we represent a family, a community, a 
mission, the Church of Jesus Christ, and perhaps 
many other organizations. We should remember 
that perhaps these organizations will be judged by 
our behavior. 

Always keeping in mind "the big picture," we are 
able to concentrate on goals and the kinds of be- 
havior that will bring us lasting joy and will finally 
save and exalt us in the celestial family. 

s Mary Urban — Taken from a term paper handed to the author 
in one of his classes. 
Library File Reference : Perspective. 



AUGUST 1965 



319 



Why Not 
Become a 
Trained 
Teacher ? 

by General Superintendent George R. Hill 




Here is an opportunity! Now that "Family 
Home Evening" has been recommended by our 
Prophet, David O. McKay, would it not be wonder- 
ful to have trained teachers in every home to proper- 
ly teach our children to live the Gospel? By the 
additional helpful means of regular Sunday School 
attendance children can become capable youngsters, 
prepared for missions or whatever other calling they 
are asked to fill. 

Training for any kind of work is a necessity. 
Therefore the Sunday School General Board has 
provided a special course in teacher training to begin 
Sunday, Sept. 26, 1965, in each ward and branch 
in the Church. This course should be taught by the 
most capable teacher available. It will last 26 weeks. 
At the conclusion of the course, students will be 
graduated and given certificates of completion. 
•i The class may meet Sunday morning during the 
worship service of the Sunday School when rooms 
are available. 

All Sunday School superintendents should care- 
fully go over the list of possible teachers and have 
the bishop call them by letter to take this special 
training. Doubtless there will be many parents who 
will desire to take the course to equip themselves 
better to conduct the weekly Family Home Evening 
program. 

This special teacher-training course has been 
prepared by Dr. Asahel D. Woodruff and his teach- 
er-training committee of the General Sunday School 
Board. It is Course 23, and the manual is Teach- 
ing the Gospel. 



Since the shortage of trained teachers is the lim- 
iting factor in effective Sunday School work, stake, 
ward, and branch Sunday School superintendents 
should give special attention to this advice so that 
an effective teacher- training course may be organ- 
ized and be ready to begin September 26, or as soon 
thereafter as possible. 

A 40 -page pamphlet, "You Are Called To Serve," 
is now being distributed to all stake Sunday School 
advisers at stake conferences attended by Sunday 
School General Board members. Following these 
conferences, stake or ward superintendents may ob- 
tain additional copies for each of the teacher-train- 
ing class members for 15^ each from Church 
Distribution Center, 33 Richards Street, Salt Lake 
City, Utah. Make checks payable to the Corpora- 
tion of the President. 



Library File Reference: Teachers and teaching. 



THE BEST INVESTMENT 

Education begins with life. Before we are 
aware, the foundations of character are laid, 
and subsequent teachings avail but little to 
remove or alter them. If a man empties his 
purse into his head, no man can take it away 
from him. An investment in knowledge always 
pays the best interest. — Benjamin Franklin. 



320 



THE INSTRUCTOR 



86 IN 




NT 99 



NT 96 



Nephi Prays for the Sign of the Saviour's Birth 



By L. Goff Dowding 



THE PICTURE 



One of the most faith-promoting episodes in recorded scripture is the prayer 
of Nephi as he cried mightily to the Lord for an entire day concerning the sign of 
the Saviour's birth, as prophesied by Samuel the Lamanite. 

Found in 3 Nephi 1, scripture records that the time had arrived, according to 
Samuel's prophecy, that a sign should be given. Dissenters and unbelievers had 
heaped strong persecution upon the faithful who believed in Samuel's words. De- 
crees had been circulated that the believers should be put to death if the sign did 
not come upon a certain day. 

Fearful for his people, but with faith in the words of Samuel, Nephi cried out 
in prayer all day; and then he received the comforting assurance that the sign would 
be given that night and that the Saviour would come into the world on the morrow. 

In this painting is depicted the anguished Nephi pleading with the Lord for 
assurance. Shown also is the decree which the unbelievers had circulated. In the 
background are both believers and dissenters, shown in two separate groups. The 
combination of all these elements, and the composition of the picture itself, make it 
useful as a teaching aid. 

The artist began this painting with rough sketches during a trip through Central 
America during 1963. From visits to museums and archeological ruins, and from 
first hand observations in the area, he prepared sketches and layouts in detail before 
executing the final painting. 

Clothing worn by Nephi is patterned after a costume obtained from ruins dat- 
ing before the birth of Christ, and now on display in the National Museum at Lima, 
Peru. The paper with the dissenters' message is typical of that made by stripping the 
Maguey plant and forming it into flat sheets suitable for writing. Architecture, flora, 
and fauna are all representative of the Central American areas. 

This is the first in a series Brother Dowding plans to paint of episodes in 3 Nephi. 

(For Course 15, lessons of October 3 and 10, "Samuel the Lamanite" and "The Saviour's Birth and Crucifixion"; 
and of general interest.) 

LIBRARY FILE REFERENCE: Nephites. 

(Concluded on opposite back of picture.) 




THE ARTIST 

L. Goff Dowding has long been noted for his religious paintings. Several of his 
works have appeared in previous issues of The Instructor, and he has a number of 
paintings included in LDS teaching aids packets and in The Holy Scriptures pub- 
lished by Deseret Book Company. 

He attended public schools in Salt Lake City, where he was born, and then 
graduated from the Washington School of Art. He has operated his own art studios 
and has done free-lance work in Salt Lake City and in Phoenix, Arizona. He is 
presently director of graphic arts services for Wheelwright Lithographing Company 
in Salt Lake City. 

During his service as a missionary for the Church in Mexico, Brother Dowding 
developed a keen interest in Book of Mormon subjects and has done extensive re- 
search in this area. 

A devoted family man, he and his wife, the former LaMyra Baird, and their 
three children, make their home in the Bountiful 13th Ward, Bountiful North 
Stake, where he has just completed an assignment as stake mission president. 

— Wm. James Mortimer. 



: ■ ',.•: 












■.■■-..•■■.. .-,- ■ ... . . ■■ 
■:/■; : - ■■.■■■■.■■,;:;■■■', ■;. 


















© Gaff Dowdino, : '•••' 




From a Polnfng by 
Goff Dowding 

Used by permission 
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■Exodus 20:3-17. 



oco 




A Flannelboard Story by Marie F. Felt 



As Jesus and His disciples climbed the moun- 
tainside, He was looking for a place where they could 
be alone. He had much to say to them and to teach 
them so that they, in turn, could teach others. It 
was important that they fully understand and know 
and feel the great messages Jesus had brought them 
from His Father. For this purpose Jesus had brought 
them to this place. 

As He taught, Jesus told them how much He 
thought of them. He had chosen them specially to 
be His helpers because, He said, "Ye are the salt of 
the earth," meaning the best; and "Ye are the light 
of the world," meaning the leaders and exemplars. 
Then He said to them, "Love your enemies" and 
"Be ye therefore perfect." (See Matthew 5.) 

Following this, He talked of prayer. He even 
went so far as to give them a prayer as an example 
of important things for which to pray. He said, 
"After this manner, therefore, pray ye: 

Our Father, which art in heaven, Hallowed be thy 
name. 

Thy kingdom come. Thy will be done in earth, 
as it is in heaven. 

Give us this day our daily bread. 

And forgive us our debts, as we forgive our 
debtors. 

And lead us not into temptation, but deliver us 
from evil: For thine is the kingdom, and the power, 
and the glory, for ever. Amen. (Matthew 6:9-13.) 
[End of Scene I.~\ 

Then He added, "For if ye forgive men their tres- 
passes [wrongdoings or sins] , your Heavenly Father 
will also forgive you : But if ye forgive not men their 
trespasses, neither will your Father forgive your tres- 
passes." (Matthew 6:14, 15.) 



Now this particular thing must have impressed 
and troubled Peter, for he said to Jesus one day, 
". . . Lord, how oft shall my brother sin against me, 
and I forgive him? till seven times?" 

Jesus answered by saying unto him, "... I say 
not unto thee, Until seven times: but, Until seventy 
times seven." (Matthew 18:21, 22.) [End of Scene 
II.] 

Then, so that Peter would better understand, 
Jesus told him this story. He said that a certain 
king or ruler called in his servants to talk with them. 
He wanted to see how well each had done his work 
and to have them account for all the money that had 
come to them in the discharge of their duties. 

When one of his most important servants was 
brought before him, the king found that the man 
owed him ten thousand talents. 1 With access to so 
much money, the man must have held a trusted po- 
sition. He might have been charged with the custody 
of the royal revenues, or he might have been one of 
the chief treasurers in charge of collecting taxes. At 
any rate he did not have the money he should have 
had to turn over to the king. 

When the king learned this, he was very angry. 
He immediately commanded that the man be sold, 
also his wife and children, in order to pay the debt. 
In that country people could be sold into slavery 
under these conditions. 

The servant was upset. He knew that he had 
done wrong, but he had not expected his master 
would do this terrible thing to him. He threw him- 



(For Course 3, lesson of September 19, "Forgiveness"; for Course 
5, lesson of October 3, "What Is Persecution"; to support Family 
Home Evening lessons 29, 30; and of general interest.) 



1 "The Oxford marginal explanation is 'A talent is 750 ounces of 
silver, which after five shillings the ounce is 187 pounds, 10 shillings. 
This would be in American money over nine and a quarter millions 
of dollars as the sum of ten thousand talents. The same authority 
gives a value of the penny (Roman) sevenpence halfpenny, or 
fifteen cents, making the second debt equivalent to about fifteen 
dollars. . . . Farrar estimates the debt owed to the king as 1,250,000 
times that owed by the lesser to the greater debtor." (James E. 
Talmage, Jesus the Christ; Deseret Book Company, Salt Lake City, 
Utah, 1962; pages 396, 397, Note 5.) 



AUGUST 1965 



321 



self at his master's feet and begged for forgiveness. 
He said, "... Lord, have patience with me, and I 
will pay thee all." (Matthew 18:26.) 

Then the king felt sorry for the servant. He for- 
gave him his dishonesty and decided to give the man 
a chance to pay back the money. [End of Scene HI."] 

Now the same servant had a friend, a fellow- 
servant who owed him some money, just a hundred 
pence. Instead of being as kind and understanding 
as the king had been to him, ". . . he laid hands 
on him, and took him by the throat, saying, Pay me 
that thou owest." (Matthew 18:28.) 

The friend did not have the money to pay what 
he owed so he ". . . fell down at his feet, and be- 
sought him, saying, Have patience with me, and I 
will pay thee all. And he would not: but went and 
cast him into prison, till he should pay the debt." 
(Matthew 18:29, 30.) [End of Scene IV.] 

When the king heard what his servant had done, 
he was very angry. He sent for him immediately and 
said, "Shouldest not thou also have had compassion 
[mercy] on thy fellowservant, even as I had pity on 
thee?" (Matthew 18:33.) 

So angry was the king with his servant's behavior 
that he delivered him to the tormentors (those who 
inflict great pain or suffering) , until such a time as 
he should pay all the money due the king. 

Then Jesus told the disciples that our Heavenly 
Father would be like the king. He would forgive us 
only if we also were good enough to forgive others 
who did or said wrong things to us. [End of Scene V.] 

Library File Reference: Forgiveness. 



How To Present the Flcmnelboard Story: 

Characters and Props Needed for This Presentation Are: 

Jesus and His disciples seated on the mountainside. 

Jesus is teaching them. (NT94.) 
A king on a throne. (NT95.) 
A high-ranking servant on his knees pleading for mercy. 

(NT96.) 
Other servants watching. (NT97.) 

The forgiven servant with his hands on the throat of 
a fellowservant. He is demanding money in pay- 
ment of a small debt- The fellowservant pleads but 
is not forgiven. (NT98.) 

The forgiven servant standing before the king. (NT99.) 

Order of Episodes: 



Scene I: 

Scenery: Outdoors on a mountainside. 
Action: Jesus is teaching His disciples. 



(NT94.) 



Scene II: 

Scenery: Outdoor scene. 

Action: Peter is seen talking with Jesus. Peter asks 
how many times one is to forgive another. 

Scene III: 

Scenery: A king's throne room. 

Action: Servants are standing around waiting to be 
called up by the king for an accounting. One ser- 
vant (NT96) is seen on the floor, pleading with 
the king (NT95) for forgiveness. He has been dis- 
honest. 

Scene IV: 

Scenery: Outdoor scene. 

Action: The servant who has been forgiven is seen with 
his hands around the throat of a fellowservant 
who owes him some money. (NT98.) 

Scene V: 

Scenery: The king's throne room. 

Action: The servant (NT99) who has been forgiven 
appears again before the king. (NT95.) His ac- 
tions toward his fellowservant have been reported 
to the king. The king withdraws his forgiveness 
and orders that the servant be delivered to the 
tormentors until he pays the debt. 



Scene I 



Scene II 



Suggested 

Arrangement 

For Flannelboard 

Scenes 



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Scene III 



Scene IV 



Scene V 




322 



THE INSTRUCTOR 



WHY AND WHY NOT ? 



Junior 

Sunday 

School 




PRAYER IN THE WORSHIP SERVICE 

Q. Why is it not a good practice to have a child 
repeat the opening or closing prayer of Junior Sun- 
day School worship service after the coordinator? 

A. "The person who is to offer the opening prayer 
should be notified before Sunday School begins and, 
as a rule, should be seated upon the stand to insure 
promptness and order. The appropriateness of 
prayers should be given consideration occasionally 
in the proper classes." 

— Sunday School Handbook 1964, pages 31, 32. 



Prayer in the worship service should be a per- 
sonal, spiritual experience. Such an experience, how- 
ever, does not just happen. There must be thought- 
ful planning. There must be good instruction in 
classes concerning the meaning of prayer, the pur- 
pose of praying, and the correct method of address- 
ing our Father in heaven. 

Plan ahead for those who will pray in the wor- 
ship service. Select children who have had expe- 
rience and practice in praying in the classroom or at 
home. 

Remember that teaching a child to pray should 
be done in the classroom. 

The child should know he is praying for the 
group so that he will pray loud enough to be heard, 
with reverence, with humility, and with appropriate- 
ness for the Sunday School. 

If the above suggestions are followed, there will 
be a child ready each Sunday to offer the prayer, 
and the prayer will be the child's. He will not have 
the experience of repeating a prayer offered by the 
coordinator. 

— Junior Sunday School Committee. 



THE BEST FROM THE PAST 



This is a supplementary chart to help teachers find 
good lesson material from past issues of The Instructor. 
Abbreviations on the chart are as follows: 
First number quoted is the year. 
Second number quoted is the month. 

Third number quoted is the page. (eg. 60-3-103 means 
1960, March, page 103.) 



Fbs— flannelboard story. 

Cs — center spread. 

Isbc — inside back cover. 

Osbc — outside back cover. 

* — not available. 

We encourage Latter-day Saints to subscribe to and 
save The Instructor as a Sunday School teacher's encyclo- 
pedia of Gospel material. 



SUNDAY SCHOOL COURSE NUMBER 


October 


1 


la 


3 


5 


7 


9 


11 


13 


IS 


17 


21 


25 


27 


29 


3 


59-11- 
Cover 

61-8- 
Cover 

63-3- 
Cover 

64-5-179 


63-7-249 
Fbs 


58-3-95, 
Isbc 

60-1-4 


63-8-282 


63-8-302 




61-6-193 
63-7-250 




59-8-263 
Fbs 

61-201 




59-8-280 

63-3-112, 
Isbc 

64-8-304 


61-8-286 
63-8-303 


57-3-96, 
Isbc 

57-Mar 
to Aug, 
Cs 


61 8-268 
63-7-251 


10 


59-4-103 
61-4-112 


61-6-214 
63-6-207 


63-11- 
415, Isbc 


63-2-45 


57-2-64 
Isbc 

59-6-207 

63-8-286 


64-10- 
380 


61-8-282 


61-6-201 
61-8-259 
63-8-278 


56-4-Cs 
57-4-99 
60-2-Cs 
60-10-Cs 


61-6-201 

61-8- 
258, 259 

63-6-214 


62-5-156 

63-4-129 

64-9-347 

64-11. 
435 




57-Sep to 
Dec Cs 

64-6-224 


59-8-274 




61-8-262 


59-6- 


61-8- 


59-6-199 


59-6-207 


63-7-242 


59-9-294 


59-8-250 


59-8-250 


61-6-187 




63-6-202 


58-1-Cs 


63-8-277 


17 




193, 198 

61-6-213 

61-8- 
262, 280 


287 Isbc 


63-8-289 




63-8-289 




61-8-260 
63-8-280 


61-7-235 
Fbs 


61-8-253 

63-6- 
189, 204, 
214 

63-8-277 






58-2-Cs 
58-3-Cs 






63-1- 


59-7-234 


63-Conv 


63-8-289 


59-6-207 


61-6-209 


59-8-253 


59-8-250 


59-8-250 


59-7-220 




59-12- 


58-4-Cs 


63-6-214 


2' 


Cover 


63-8-287 
Fbs 


Issue 
16,17 

63-4- 
Cover 






61-8-266 


63-8-274 


61-8-260 
63-8-280 




61-7- 
226, 232 




402 


58-5-Cs* 




31 


32-9-297 


59-11- 

Cover 

61-8-262 
Cover 

63-3- 
Cover 
8-Cover 


61-8- 
287, Isbc 


33-8-289 


59-6-207 


63-7-Cs 


63-10- 
368 


61-8-260 


62-12-Cs 


59-8-275 

, 


63-4-129 
63-9-333 
53-10-372 
64-10-412 


57-10-297 
61-10-334 


57-8- 
230, 238 

57-Mar 
to Dec 
Series 
on Ten 
Com- 
mand- 
ments 


61-8-286 
63-8-302 



AUGUST 1965 



323 



Superintendents 




Teacher Training for 
Better Helps to Home 
Evening Program 



There are nearly 15,000 Sunday 
School superintendents and assis- 
tants in The Church of Jesus 
Christ of Latter-day Saints. The 
Sunday Schools they direct have 
about 130,000 officers and teach- 
ers. The President of the Church 
has called upon the Sunday School, 
along with other auxiliaries and the 
priesthood, to help parents fulfill 
their responsibilities as spiritual 
leaders in the home. 

The teaching program for Fam- 
ily Home Evening evolves around 
our relationship with our Heavenly 
Father, Jesus Christ, the Holy 
Ghost, and the Church. Parents in 
the home have the challenge of un- 
derstanding these principles of the 
Gospel and making them live in 
the lives of their children. What 
can we do as superintendents right 
now to help this Family Home 
Evening program? 

In one month last year there 
were 17,232 teachers enrolled in 
1,377 classes studying the funda- 
mentals of teaching. These teacher 
trainees were the best attendants 
at Sunday School during 1964. 
They were the best attendants at 
stake preparation meeting. They 
were preparing themselves to be 
better teachers. 

We are involved in teaching. The 
father and mother in the home are 
involved in a learning process. 
They with their children are learn- 
ing how to live together and how 
to live with their fellowmen. 

There can be a new teacher 
training course in every ward and 
branch in the Church. There could 
be more than 5,949 classes organ- 
ized this year to help parents teach 
the Gospel to their children. There 
could be 60,000 newly trained 
teachers to help children under- 



stand how, through participation 
in Family Home Evening lessons 
and discussions, they may learn 
the Gospel. One teacher training 
class in each ward and branch will 
do it. 

The Sunday School can assist 
with the program only if teachers 
have in mind the important con- 
cepts involved in teaching the Gos- 
pel. The teacher training course 
consists of 27 lessons and is the 
minimum training program of the 
Church. The statements in these 
lessons about various aspects of 
teaching are deemed to be true 
and are considered essential 
knowledge for successful teachers 
to possess. 

A teacher who can give a mem- 
ber of the Sunday School a desire 
for participation and activity in 
the class stimulates a desire for 
similar activity in the Family 
Home Evening. The principle of 
interest, which must be present to 
grasp the attention and desire of 
the students, can be learned in the 
teacher training class. A teacher, 
so trained, can inspire parents so 
that they, too, may be successful 
in bringing their children close 
about them in the Family Home 
Evening activity. Every teacher 
must know and understand the 
principle of how to lead a child 
from what he is to what we want 
him to be. 

By August preparations for the 
teacher training class should be 
well under way. The teacher train- 
er should have been selected in 
each ward. He should have his text 
and guide and be reviewing the 
course. The manual is Teaching 
the Gospel by Dr. Asahel D. 
Woodruff. August is the month for 
the teacher trainer to initiate a 



meeting with the ward superinten- 
dent, the bishop, and other auxil- 
iary heads. The teacher's guide, a 
supplement to Teaching the Gos- 
pel, outlines the plan of action. 

The bishop should make a final 
call on all those who are to be 
members of the class. After the 
call the superintendent may obtain 
from the bishop the list of those 
who have been called and see that 
they are prepared to begin the first 
class. By September 20 all ar- 
rangements should be made for a 
room, teacher, members of the 
class, and books and supplies. 
On the last Sunday of September, 
the 26th, the first meeting of the 
course begins. 

By continual use of the teacher 
training method, the Sunday 
School will be of greater value to 
parents in fulfilling their respon- 
sibility as spiritual leaders in the 
home. 

— Superintendent Lynn S. 
Richards. 

Library File Reference: Teachers and teaching. 



COMING EVENTS 

Sept. 19, 1965 
Budget Fund Sunday 



Sept. 26, 1965 

Begin 

Teacher-training Class 

• • • 

Oct 1-3, 1965 

Semi-annual 

General Conference 

• • • 

Oct. 3, 1965 

Semi-annual 

Sunday School Conference 



324 



THE INSTRUCTOR 



Answers to Your Questions 



Superintendents' Planning Meeting 

Q. Does the Junior Sunday 
school coordinator attend super- 
intendents' planning meeting? 

A. Superintendents meet with 
the Sunday School secretary week- 
ly to plan all details for the com- 
ing Sunday's program. They re- 
view the duties and responsibilities 
of each member of the superin- 
tendency and such other matters 
as are necessary for improved Sun- 
day School operation. A Junior 
Sunday School coordinator is not 
concerned with many of these de- 
tails. She attends the planning 
meeting only upon invitation. Any 
other members of the faculty may 
be invited to attend the planning 
meeting when the superintendency 
feels they would be involved with 
a problem of the Sunday School. 



Changing Responsibilities 

Q. How often should the respon- 
sibility for Junior Sunday School 
be changed in the superintend- 
ency? 

A. One assistant superintendent 
is charged with specific supervision 
of the Junior Sunday School 
courses and conducting Junior 
Sunday School services. He should 
always be present. He generally 
opens the service with a greeting 
and is charged with making the 
Junior Sunday School inspiration- 
al. This requires study and time. 
In some wards an assistant is as- 
signed to Junior Sunday School 
permanently; in others, superin- 
tendencies rotate the assignment 
between the two assistants. It is 
recommended that a superintend- 
ent be assigned this duty for not 
less than six months. 



Junior Sunday School Greetings 

Q. If a greeting to the Sunday 
School is given, who delivers it, a 
member of the bishopric or a mem- 
ber of the superintendency? 

A. The bishop makes the deci- 
sion. Many bishops delegate this 
responsibility to the superintend- 
ency. When delegated to the su- 
perintendency, whoever presides 
gives the greeting and all an- 
nouncements. We recommend that 
only one greeting be given, and 
the one giving the greeting make 
the announcements. Sunday 
School should then proceed with- 
out further comment. Some wards 
give no greeting nor announce- 
ments. They distribute printed 
programs or list announcements on 
a board in the foyer. 

— General Superintendency. 



Memorized Recitations 



For October Fast Sunday 

Students from Courses 11 and 
17 should recite in unison, during 
the Sunday School worship service 
of October's fast meeting, scrip- 
tures listed below for their respec- 
tive class. Students should memor- 
ize these verses during August and 
September. 

Course 11: 

(This is one of Isaiah's prophe- 
cies relating to the Book of Mor- 
mon.) 



"And the vision of all is become 
unto you as the words of a book 
that is sealed, which men deliver 
to one that is learned, saying, 
Read this, I pray thee: and he 
saith, I cannot; for it is sealed: 
And the book is delivered to him 
that is not learned, saying, Read 
this, I pray thee: and he saith, I 
am not learned." 

—Isaiah 29:11, 12. 



Course 17: 

(These verses are Paul's instruc- 
tions to the Romans about their, 
and likewise our, relationship to 
our Heavenly Father.) 

"The Spirit itself beareth wit- 
ness with our spirit, that we are 
the children of God: And if chil- 
dren, then heirs; heirs of God, and 
joint-heirs with Christ; if so be 
that we suffer with him, that we 
may be also glorified together. 

— Romans 8:16, 17. 



The Deseret Sunday School Union 



George R. Hill, General Superintendent 

David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent; 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 

MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD 



George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 
Lorna C. Alder 
A. Parley Bates 



William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Beth Hooper 
Asahel D. Woodruff 
Frank S. Wise 
Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 



Wallace G. Bennett 
Addie J. Gilmore 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Harold A. Dent 
Paul B. Tanner 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, Jr. 
Lorin F. Wheelwright 
Fred W. Schwendiman 



Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
Arthur D. Browne 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
O. Preston Robinson 
Robert F. Gwilliam 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 



G. Robert Ruff 
Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 



Richard L. Evans, Howard W. Hunter, Advisers to the General Board 



AUGUST 1965 



325 



Jesus Tauglit Positively 

Fourth Article in the Teacher Improvement Series, "Jesus, the Master Teacher " 

by Lowell L. Bennion 



A Mormon professional man in his sixties re- 
marked in earnest, "My religion has kept me from 
doing all the things I've wanted to do all of my life." 
His negative feeling toward religion has been shared 
by many youths who have felt that religion was like 
a ball and chain attached to their legs, handcuffs to 
their hands, and blinders to their eyes. 

Whole movements in European history — the 
Renaissance, Humanism, the Enlightenment, the 
Reformation, in the beginning, and others — repre- 
sent the human thrust away from established reli- 
gion. This is understandable, inasmuch as the 
Christian faith has tended traditionally to interpret 
life in such negative and restrictive terms. 

It is not so in the life and teachings of Jesus. 
There is a positive ring in nearly everything Jesus 
said and did: 

. . , I am come that they might have life, and that 
they might have it more abundantly. (John 10:10.) 

In him was life; and the life was the light of 
men. (John 1:4.) 

/ am the bread of life. (John 6:48.) 

Turn where you will in the gospels, and you will 
find Jesus speaking in affirmative words: 

Therefore all things whatsoever ye would that 
men should do to you, do ye even so to them. . . . 
(Matthew 7:12.) 

And whosoever shall compel thee to go a mile, go 
with him twain. (Matthew 5:41.) 

. . . Love your enemies, bless them that curse you, 
do good to them that hate you, and pray for them 
which despitefully use you, and persecute you. (Mat- 
thew 5:44.) 

Thy kingdom come. Thy will be done in earth, 
as it is in heaven. (Matthew 6:10.) 

Consider the language and import of His para- 
bles: the Prodigal Son, the Good Samaritan, the Tal- 
ents, or those depicting the kingdom of God as being 
like unto a mustard seed or leaven which leavened 
the whole meal. 

Christ could also speak in negative terms. He 
condemned hypocrites and money changers in the 
temple. His disciples were rebuked on occasion. 



But usually His negative expressions were used to 
set off the positive in sharp relief. 

Moreover when ye fast, be not, as the hypocrites, 
of a sad countenance. . . . But thou, when thou fast- 
est, anoint thine head, and wash thy face. (Matthew 
6:16,17.) 

Lay not up for yourselves treasures upon earth 
.. .But lay up for yourselves treasures in heaven. . . . 
(Matthew 6:19, 20.) 

How anyone reading the gospels can interpret 
the religion of Jesus as life-negating is beyond belief. 
He loved nature, His Father in heaven, and His 
fellowmen. He brought sight to the blind, strength 
to the lame, hope to the sinner. In His presence 
men felt their worth and lost their fear. 

His was not the shallow, superficial optimism of 
the uninitiated. He knew life in all of its tragedy 
and pathos; but His love of God, and of man, His 
creation, overcame cynicism and pessimism. He be- 
lieved in men, saw their potentiality as children of 
the Father. Mercy, love, and forgiveness were His 
daily gifts to man, even in His darkest hour. 

Lazarus was not the only one whom Jesus 
brought back to life. In a different but very real 
sense, people found through Him the faith to be 
healed, the power to repent, the courage to leave 
lesser preoccupations for greater ones. 

Why Be Positive? 

Questions: 

1. What values are there in emphasizing the negative 
in teaching? 

2. What values are there in stressing the positive? 

Negative commandments, "thou shalt not," seem 
to have one advantage. They are usually specific, 
concrete, unmistakable, and hence, memorable. 

Thou shalt not commit adultery. (Exodus 20:14.) 

Thou shalt not steal. (Exodus 20:15.) 

Judge not, that ye be not judged. (Matthew 7:1.) 

Such statements are unequivocal, permitting no 
qualifying, no rationalization, to the believer. Evil 
is evil, sin is wrong. 

On the other hand, positive teachings have many 



326 



THE INSTRUCTOR 




Photo by H. Armstrong Roberts. 

Christ Blessing the Children — Mathauser. 

more advantages and should far outweigh the nega- 
tive in emphasis. In the first place they are con- 
sistent with human nature. Man was born to 
function. Activity is a normal characteristic of hu- 
man behavior. Every affirmative command is a 
challenge in line with what man was made to be. 
Hands, feet, eyes, ears, the tongue, muscles, the 
mind, including the imagination, all have specific 
functions and fulfill their nature only in action. The 
following remarks of the Saviour apply to the whole 
man and to every aspect of his nature. 



Ye are the light of the world . . . Neither do men 
light a candle, and put it under a bushel, but on a 
candlestick. . . . (Matthew 5:14, 15.) 

Man's tremendous urge to activity needs direc- 
tion, needs to be canalized, but not blocked. Human 
nature cannot be dammed up like water. If so, it is 
bound to break over in some untoward direction. 

Positive teaching harmonizes with free agency, 
and it is consistent with man's divine and inborn 
tendency to be creative. The late Carl Eyring, be- 
loved teacher at Brigham Young University, told the 
story of a man who paid more tithing in a year than 
Brother Eyring earned. His only apparent fault 
was the cigarette habit. One day Brother Eyring, 
as a member of the bishopric, asked him why he 
smoked. He replied, "When I was a young high 
school Seminary student, a visiting brother said, 
'No boy who smokes cigarettes can succeed in life.' 
I accepted the challenge and was determined to 
prove him wrong" Many a youth is challenged to 
do the wrong thing by being taught in negative 
commands. 

Negative teachings, good as they are at times, 
are limiting. If one's religion is conceived in such 
terms, he may feel that he keeps all the command- 
ments. Complacency and self-righteousness may set 
in. Whereas no one ever exhausts or completes a 
positive command such as "love thy neighbour" or 
"blessed are the pure in heart." 

Positive teachings are consistent with the pur- 
pose of life, with man's need to achieve self-realiza- 
tion, to fulfill his human and divine potential. 

The negative has its place in Gospel teaching, 
but let it be as a shadow in a sunlit sky. Then 
young and old will find rich meaning in the life 
taught by the Master. 

Project: 

Let each teacher illustrate the difference between a 
positive and negative approach to one of his lessons. 



Library File Reference : Teachers and teaching. 



CHILDREN TEACH US 

(Our Cover) 

William Wordsworth, that 
oft-quoted, nineteenth cen- 
tury English poet, had a truly 
great understanding of chil- 
dren. In one of his works he 
wrote, "The Child is father 
of the Man," and "Heaven 
lies about us in our infancy." 



In another poem, a father, 
talking to his 5-year-old son, 
said, ". . . Could I but teach 
the hundredth part of what 
from thee I learn." Children 
can teach us. Heaven does 
lie about them. They are in- 
nocent and Godlike. 

How long has it been since 
you have taken time in your 



"busy" schedule to appre- 
ciate the beauties of nature? 
How long has it been since 
you have expressed thanks to 
your Father in heaven for 
them. — Richard E, Scholle. 

(For Course la, lesson of October 10, 
"We Learn How To Live"; for Course 
3, lesson of November 14, "We Are 
Grateful for Life"; for Course 25, 
lesson of October 24, "Recreation"; and 
of seneral interest.) 

Photo subject is Holly Bown, daugh- 
ter of Glen Bown, Eureka, Calif. 
Library File Reference: Summer. 



AUGUST 1965 



327 



Hymns of Gratitude for Today 



Senior Sunday School Hymn for the Month of October 




Hymn: "Today, While the Sun 
Shines"; author and composer, Evan 
Stephens; Hymns — Church of Jesus 
Christ of Latter-day Saints, No. 215. 

Evan Stephens was both poet 
and composer. Like Richard Wag- 
ner, who wrote the text to his mu- 
sic dramas, Evan Stephens wrote 
the words to many of his hymns 
and to most of his anthems and 
cantatas. And what words, what 
wonderful poetry he wrote! He ex- 
pressed always a fervent love of 
the Gospel, a love of the Saints, 
and a love of good works and ac- 
tion, just as we see in this hymn 
under consideration. He loved the 
out-of-doors, he loved the Taber- 
nacle Choir which he led trium- 
phantly for many years (1890- 
1916). 

Evan Stephens was born in 1854 
in the village of Pencader, South 
Wales. In 1866 he crossed the sea 
in a sailing vessel and the plains 
on foot with an ox-team train. In 
1871 he was made choir leader in 
Willard, Utah; and in 1879 he was 
organist of the Logan Tabernacle. 

His words and music were all 
written for his fellow Latter-day 
Saints. His two ballads, "O Home 
Beloved Where'er I Wander" 
(Hymns, No. 335) and "O Happy 
Homes Among the Hills" (Hymns, 
No. 337) are charged with lovely 
and affectionate sentiment. These 
are found in our hymnbook, as are 
also other hymns encouraging us 
in our duties. Consider "Shall the 
Youth of Zion Falter?" (Hymns, 
No. 157) and "Let Us All Press 
On" (Hymns, No. 98). His choral, 
"The Voice of God Again Is Heard" 
(Hymns, No. 289), is, in our opin- 
ion, one of the greatest chorals in 
all hymn and music literature. It 
is worth being used as a litany. At 
least, it is of such high value that 



it deserves to be sung often in our 
Sacrament meetings. 

Then there are the two cantatas, 
"The Vision" and "The Martyrs," 
that were sung when he was alive. 
(He died in 1930.) They deserve 
to be sung by all our choirs for 
the edification and encouragement 
of the Saints. 

It would indeed be difficult to 
overvalue the work of Evan Steph- 
ens. Justly he has been designated 
by his friends as the father of 
Mormon music. 

Performance Suggestions 

Our singers, directors, and or- 
ganists are well acquainted with 
this hymn. We sing it frequently, 
but the quality of performance is 
not always good. It is the item of 
style that requires our attention. 
Hymns, like people, have varying 
characteristics. It is necessary 
therefore, that we recognize the in- 
nate style of a hymn and then 
present it in a suitable manner. 
But the difficulty is that many 
people tend to sing or direct or 
play everything in some kind of 
average style which is neither com- 
pletely vigorous, nor devotional, 
nor anything else. It is merely 
lukewarm. 

Supposing, then, that we accept 
the style here as being vigorous. 
The next stumbling block usually 
is that many directors confuse this 
with a fast tempo. This confusion 
is due mostly to the fact that us- 
ually the easiest way to beat vigor- 
ously is to beat fast. But a fast 
tempo is not suitable to this hymn. 
What, then, are we driving at? 

First, let us find out, rather ex- 
actly, the speed of 100 beats per 
minute, either with the help of a 
metronome or the second hand of 
a watch. Do not exceed this tem- 



po. Exercise yourselves rather to 
the beating of a slower tempo by 
way of discipline. A fast tempo is 
certainly out of place for this mu- 
sic. 

Second, keep this tempo rigor- 
ously. Let the baton movements 
be clear. Let them have corners 
and accent. The singers need not 
accent, but let your beat demon- 
strate the accent. 

The result will be the style of a 
marching song, and this is the 
style which will make this music 
vigorous, thrilling, moving, and 
perhaps even hypnotic. It usually 
takes the training of a professional 
musician to deliver such regular, 
exact rhythm, but there is no rea- 
son why we should not try to de- 
velop it. Imagine the ruffle of 
drums, both bass and snare, to- 
gether with cymbals, on the first 
beat of every measure. But re- 
member to keep the tempo in 
check. Do not let it run away 
with you. It is much harder to keep 
a steady tempo at a slower speed 
than at a faster one. Try moder- 
ate speed, together with a rigorous 
marching rhythm. 

— Alexander Schreiner. 



October Sacrament Gems 

Senior Sunday School 

"For God so loved the world, 
that he gave his only begotten Son, 
that whosoever believeth in him 
should not perish, but have ever- 
lasting life." 1 

iJohn 3:16. 

Junior Sunday School 

Jesus said: ". . . Come and fol- 
low me." 2 

'Matthew 19:21. 



328 



THE I NSTRUCTOR 



Junior Sunday School Hymn for the Month of October 



Hymn: "God's Daily Care"; author, 
Marie C. Turk; composer, Willy Reske; 
The Children Sing, No. 28. 

Those of us who have the priv- 
ilege of teaching little children are 
well acquainted with their interest 
in all things around them. To them 
the sight of an ant crawling along 
a blade of grass or a spider swing- 
ing from its web is a never ending 
source of fascination. Colored 
leaves and speckled rocks are also 
counted among their treasures. 
Large bouquets of short-stemmed 
dandelions are picked as lovingly 
as though they were the most pre- 
cious flowers in any garden and 
are proudly presented to the adults 
they regard as their friends. Not 
even a small, fluffy cloud floating 
across a calm, blue sky goes un- 
noticed by a child. To little chil- 
dren this world is a world of won- 
der. 

As choristers and teachers of 
the Gospel, we have the opportu- 
nity of helping children become 
aware that all of these lovely 
things that arouse their curiosity 
and give them such pleasure have 
been placed here because of the 
great love our Heavenly Father 
has for us. All of these wonderful 
things around us are sweet bless- 
ings He has given us to make this 
life more beautiful. 



To the Chorister: 

When we present this hymn for 
the first time, the use of objects 
will arouse the interest of the chil- 
dren as well as help make the 
meaning of the Gospel concept we 
are teaching more vivid. Some of 
the objects mentioned above could 
be shown as we talk of all the 
lovely things our Heavenly Father 
has given us to enjoy. Then we 
need to say that He likes to be 
thanked for His kindness, just as 
we like to have people thank us 
for doing something nice for them. 
One of the ways we can thank Him 
is to pray, and in this hymn we 
sing our prayer to express our 
gratitude. 

After a brief discussion we 
should sing this hymn to the boys 
and girls. Many choristers seem to 
be too timid to sing before the 
other officers and teachers; but 
after all, little children learn a 
song correctly and more quickly 
by having it sung to them. One of 
the many rewarding things about 
being a Junior Sunday School 
chorister is that children are not 
critical of their chorister's voice. 
In fact, they prefer a rather ordi- 
nary, natural type of voice to one 
that has been highly trained. 

In order to have them sing 



Organ Music To Accompany October Sacrament Gems 



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"God's Daily Care'* smoothly, we 
need to encourage them to hold the 
half notes at the end of the 
phrases. The hymn should be sung 
slowly but should not drag. As 
we direct them with the interval 
beat pattern, they will be able to 
see that the melody in the last 
four measures descends stepwise. 
The more mature children will be 
able to learn both stanzas of this 
hymn during the month, while the 
smaller ones may only be able to 
sing parts of the first stanza. 

One of the important qualities 
for choristers to develop is a 
warmth of personality that makes 
the children feel very close to 
them. If we can establish this type 
of atmosphere as we teach them, 
they readily respond to us; and 
they will like everything about us 
as well as everything we do. If we 
ask children to use their prettiest 
voices, they are more careful how 
they sing and will respond with 
their sweetest tones. 

To the Organist: 

In the accompaniment for this 
hymn, the half notes in the right 
hand and the chords in the 
left hand should be played simul- 
taneously. They should be sus- 
tained while the quarter notes are 
played. The top notes are melody 
notes and need to be played so the 
children can hear them. 

Choristers and organists need to 
plan the music for the worship 
service together. We would also 
hope that the member of the su- 
perintendency in charge of Junior 
Sunday School, as well as the co- 
ordinator, would be present at this 
planning. These people know the 
lessons being taught in each class 
and can often suggest certain 
hymns which will strengthen and 
enrich the Gospel concepts pre- 
sented by the teachers. 

— Edith M, Nash, 



AUGUST 1965 



329 



Second in a Series To Support Quarterly Stake Conferences 

Our Covenant Relationship to God 

by Anthony I. Bentley 



When Family Home Evening lesson No. 31, "We 
Make Covenants at the Time of Baptism," is used, 
it will be helpful to discuss the idea of covenants 
and to see them in their larger Gospel setting. 
Covenants between God and man are closely related 
to our own experiences, and they have a long and 
rich history. When understood, they are full of re- 
warding meaning and motivation to do God's will. 
They tell us much about when and how to teach, 
as well as how to live the Gospel. 

Our most complete story of a covenant comes 
from the life of Abraham. From the recorded events 
in Abraham and Genesis 15, it is evident that Jeho- 
vah initiated a covenant relationship with the future 
"Father of the Faithful" during a time of severe 
crisis. It was a real "teaching moment" when the 
prospective learner was willing to be taught. 

While living in the idolatrous city of Ur, appar- 
ently still subject to his father's authority, Abraham 
was seized by his unrighteous "fathers" to be offered 
as a sacrifice to their false god. The near-victim 
cried out to God for help, and in this hour of need 
Jehovah spoke to Abraham with reassurance, sent 
a delivering angel, and then in vision told Abraham 
of many wonderful blessings to come, conditioned 
on obedience to the will of the Lord. The mortal 
covenanter must have been willing to be sacrificed 
for the sake of his faith in God, and yet in his fear 
he became truly repentant: contrite and broken 
in spirit; for such are the only persons with whom 
God can and will make a covenant. (See Psalms 
50:5; 2 Nephi 2:7; 30:2; and the Doctrine and 
Covenants 97:8.) 

A cumulative spirit of fulfillment came upon 
Abraham as he partook of God's grace. He had 
learned from his righteous ancestors that it was 
possible and even intended in the eternal plan that 
God would give him an appointment, or office, in 
the priesthood. This was part of an everlasting 
covenant God the Father had made with His First- 
born Son in the premortal period, authorizing Jesus 
to represent Him in righteousness and to share 
divine authority with worthy men on earth who 
would accept Him as the Son of God and man's 
redeemer. 

Discontent with his city of residence, and realiz- 
ing there was greater happiness, peace, and rest for 



him, Abraham sought for the blessings of the fathers 
and his rights in the priesthood. Jehovah met this 
disposition to change with a promise to lead him 
to a promised land and to a great destiny as a father 
and as a minister for the Lord. 

Years later, Jehovah and His faithful student 
celebrated their sacred contract with an interesting 
ritual. Abraham held a flaming torch, representing 
God, the initiator, and passed between the halves of 
three sacrificial animals. 

More important than the details of the ceremony 
is the symbolism represented and the relationship 
of the covenantors in terms of the future sacrifice of 
Jesus Christ for the salvation of the human family. 

"The meaning lies in the uniting of two parties through 
joint participation in the life of a third, a life taken for this 
purpose. Each of the covenanting parties, passing through 
the body of the victim, identifies himself with its life; 'the 
life which they have shared is (now) continuous between 
them. . . .' Doubtless such unity of life . . . would often be 
conceived in somewhat crude, semi-materialistic, perhaps 
animalistic forms. But at least it may be said that the 
covenant looked towards the goal of oneness of life with 
God. . . ."! 

Thus, while Abraham may have expressed a sym- 
bolic, reverent attitude toward all three members 
of the Godhead, his rite (as all Gospel ceremonies, 
ordinances and covenants) was oriented to the goal 
of coming back into a unity with the Father and 
to the person and mission of Jesus Christ as medi- 
ator. Our term covenant comes from the Latin word 
"convenir," to come together, and the Old French 



a R. E. O. White, The Biblical Doctrine of Initiation; Erdmans, 
Grand Rapids, Michigan, 1960; pages 17, 18. 



THE COVENANT OF ABRAHAM 



(For the general use of Course 13, 17, and 29; and to support 
Family Home Evening lesson No. 31.) 



Man's roles and obligations 
unto God 

1. To walk uprightly and achieve 
integrity and perfection for 
self, family, community, na- 
tion, and mankind. (Genesis 
17:1; 24:7; I Kings 9:4, 5; 
Matthew 3:15; 5:48; 7:12; Mo- 
roni 10:30, 31.) 

2. To obey and preserve (teach) 
the Gospel and covenants. To 
seek first the Kingdom and 
its righteousness. (Genesis 
17:9; 26:5; Deuteronomy 6; 
7:9, Matthew 6:33.) 

3. To have concern for our fa- 
thers and our children, our- 
selves and others, so as to 
share the Gospel with all men, 
living and dead. (Abraham 
1:3; Malachi 4:6.) 



Jehovah's promises and 
blessings 

We shall be His ministers and 
people. God will put upon us 
His name and priesthood to 
bear His name and word to 
all men. (Abraham 1:18, 19; 
2:6,9, 11.) 

He will give us a promised 
land. We shall become a 
mighty nation, more numerous 
than the stars or the sands of 
the sea. (Genesis 17:8; 26:3,4; 
Abraham 2:9.) 

As many as receive this Gos- 
pel shall be adopted unto us. 
All the nations and families 
of the earth shall be blessed 
through us and our seed. They 
shall call us blessed. (Abraham 
2:10, 11.) 



330 



THE INSTRUCTOR 



verb "convenir," which means to agree, or, as we 
might interpret, to be reconciled. 

Abraham's covenant became God's covenant with 
Israel. Additions continued and are reflected in all 
sacred Christian literature. Because all the descend- 
ants of the Hebrews gave it a national and family 
interpretation, and because their history has been a 
quest for the fulfillment of promises, the following 
chart is interesting for its individual and family 
implications. 

Achieving wholeness, or integrity and perfection, 
consummated in the abundant life, is seen to be the 
primary goal for each of God's children. The foster- 
ing of this process of fulfillment is the basic role of 
parents in the home. In turn, the integrity of the 
family and the brotherhood of man has long been a 
major value among all true Israelites. 

Fulfillment of oneself and of others is such a 
continuing need that it behooves young and old 
alike, especially those who may have specialized in 
some pleasure or in some cause such as missionary 
work, administration of the kingdom, or genealogical 
research, not to sacrifice their wholeness or to lose 
balance. 

For parents and teachers the "covenant concept" 
suggests that each child needs to reach preliminary 
stages of development, before associated ideas 
and skills can be mastered. The child will be progres- 
sive in behavior and learning if we as parents pro- 
mote his self-respect and self-acceptance, especially 
self-forgiveness after mistakes and failures. 

The learner advances if we encourage him to 
"walk uprightly" as a child of God, to express 
initiative and choice. This gives him self-identity, 
a quality which has been very important for Israel's 
survival. We should help the child enjoy the pro- 
grams of the Church and religious living. He can 
then harmonize and internalize the truths being 
offered. We should give him opportunities to share 
truth with others, to repent and forgive, to have 
venturous faith and courageous dedication. 



The critical time for teaching the values of a 
covenant relationship with God comes with the 
ordinance of baptism. In preparing the child or adult 
convert we should talk to him about the obligations 
as well as the rewards related to the event. Jesus 
requires: (a) the humble exercise of faith in Christ 
unto repentance, with a broken heart and a contrite 
spirit, culminating in a desire to be baptized and 
become affiliated with God's people. Then (b) the 
candidate must witness to God and his fellowmen 
a willingness to covenant to be a true, faithful fol- 
lower of Jesus Christ and take upon himself His 
name, always remembering Him and keeping His 
commandments. Finally, (c) he must fulfill all 
righteousness and truly manifest by works that he 
has received the Spirit of Christ, even by bearing 
another's burdens. 

The rewards of baptism are (a) remission of 
sins and, (b) eligibility to seek the kingdom of 
heaven. We are called "Saints" and "sons and 
daughters of God," but we must continue to try to 
make such honors real achievements. Greatest of all, 
(c) the Gift of the Holy Ghost and His witness of 
the Father and the Son are available. The faithful 
member may walk in the newness of life and be 
spiritually reborn. 

It is both a challenge and a source of joy to 
learn from God that all His covenants and ordinances 
must be sealed by the Holy Spirit, or they are of 
no effect. This need not alarm the covenantor. By 
prayerful preparation, repentance, and a life of 
faithful obedience, he will live in harmony with the 
responsibilities which are his until the Spirit of 
Promise comes to and remains with him. A real 
source of strength and endowment of God's power 
for righteous living comes to the degree that he 
lives for God's promises. God is true and faithful 
and will fill our lives to an overflowing fulness, 
enabling us to have joy and growth in every experi- 
ence. 



Library File Reference: God and Man. 



ON THE OTHER FOOT 



Joseph Henry, first director of the great Smith- 
sonian Institute, learned one of the most valuable 
lessons of his life when, as a small boy, he went to 
the local cobbler to have a pair of shoes made. 

For the first time he was permitted to select the 
style he preferred — round toe or square toe. For 
days he pondered irresolutely over his choice. Mean- 
while the cobbler had begun work on the shoes. 

Day after day he visited the cobbler without 



making known his choice. Presently the cobbler 
handed him his shoes, finished and ready to wear. 
One had a round toe and the other a square toe. 

"I had to wear those monuments of indecision a 
long time," Henry related; "and they taught me, as 
nothing else could, the penalty one may pay for 
failing to make up his mind. I became a person of 
decision after that!" 

— Adrian Anderson. 



AUGUST 1965 



331 



WE need to teach children at an early age to ap- 
preciate the kindnesses of people who help 
them in their Sunday School activities and experi- 
ences. Frequently children take for granted a clean, 
comfortable chapel; well-prepared, helpful teachers; 
and enthusiastic, dedicated administrators. Surely 
we can begin to teach young boys and girls what 
these people do to make Sunday School a joyful, 
spiritual place. 

The following little stories can be used to sup- 
plement lessons on this subject. 

• • • 

Happy Birthday, Superintendent! 

"It will soon be my daddy's birthday," Mary 
whispered to her Sunday School teacher. Mary's 
daddy was a busy man. Every morning he went 
downtown to his office. Each evening he came home 
to his family. On Sunday he went to the big 
meetinghouse. He was superintendent of the Sunday 
School. Sometimes he was at the door to greet the 
little children of Junior Sunday School as they 
entered. When it was cold he would help them hang 
up their coats. 

Mary's teacher whispered to Sister Clark, Junior 
Sunday School coordinator, "It will soon be Mary's 
daddy's birthday." 

Sister Clark asked the children, "What can you 
do to make Brother Smith happy? It will soon be 
his birthday." 

"We can give him a flower." 

"We can buy him a birthday card." ' 

Another child said, "We can make one." And 
that is what they decided to do. 

A picture of a big birthday cake was made out 
of pretty, colored paper and pasted on a big card- 
board by some children. Some other boys and girls 
made some pretty little red roses and pasted them 
on the cake. Mary's class made the candles. Some 
of the big boys and girls in the Junior Sunday 
School wrote at the bottom, "HAPPY BIRTHDAY. 
WE LOVE YOU." Then all the boys and girls in 
Junior Sunday School signed their names, that is, 



(For Course 1, lesson of October 24, "Many People Are Kind to 
Us at Sunday School"; for Course la, lesson of November 14, "Our 
Many Helpers"; for Course 3, lesson of October 24, "The Sunday 
School"; to support Family Home Evening lessons Nos. 19 and 20; 
and of general interest.) 



all except Mary's class. Those children did not 
know how to write their names so their teacher 
wrote them. 

On the Sunday morning nearest his birthday, 
the children gave their superintendent a special 
invitation to come to Junior Sunday School. They 
gave their card to him. They sang the Happy Birth- 
day song. How surprised and pleased he was! The 
children felt good because they had made him 
happy. 

• • • 

Helping the Custodian 

"I don't feel well this morning," said Brother 
Hall. "My back aches so. I worked too hard yester- 
day. I should stay home, but I have so much work 
to do. I can't disappoint the Church family." 

Now, Brother Hall was the custodian of the new 
chapel. He swept the floors. He vacuumed the 
carpets. He dusted the chairs, tables, pianos, and 
the organ. In summer he mowed and watered the 
lawn. In winter he shoveled snow off the walks. 

"I'll help you clean this morning," said Sister 
Hall. "Then you can come home and rest. You 
will feel better tomorrow." 

After the cleaning was done, Brother Hall did 
have his rest. In fact, he went fast asleep. "Ting-a- 
ling," went the telephone. 

"Will you come to our Sunday School class to- 
morrow morning?" said the voice on the other 
end of the line. "This is Helen Rogers, teacher of 
Course One in Junior Sunday School. We want the 
boys and girls to know you better. Will you tell us 
about your work and how we can help you?" 

"Yes, I will come," he promised. "I feel much 
better now after my rest," he said to himself. 



MMY HELP us 
ArsUNQAYscfi^L 



by Hazel W. Lewis 




332 



THE INSTRUCTOR 



At Sunday School Sister Rogers said, "Do you 
know who our visitor is?" 

"He is our neighbor," answered Brent. 

"Do you know how he helps us at Sunday 
School?" None of the children knew. They just 
looked at Sister Rogers. 

"Brother Hall keeps our meetinghouse clean. 
He sweeps the floors. He vacuums the carpet. Maybe 
he would like to tell what other things he does to 
help us." 

Brother Hall told the children about his work. 
He told them of the work he did outside to keep the 
grounds pretty. 

"How could we help you, Brother Hall?" 

"You could pick up the scraps after you cut 
out pictures. You could leave the room neat and 
clean when you go home. You could take care of the 
furniture. You could turn off the lights." 

"We will help you," they said. "Thank you for 

making our chapel so nice and clean." 

• • • 

The Coordinator Is Nice 

Jane liked to go to Sunday School. She was 
only a little girl, 3 going on 4, but already she could 
go with her big sister and sit in her own class in the 
Junior Sunday School. 

Her mother had said, "You are a big girl now. 
You can go with Betty to your Sunday School while 
Daddy and I go to the big Sunday School. 

Jane liked Sister Ball, the Junior Sunday School 
coordinator. 

"Sister Ball loves us all," said Betty. 

One special Sunday morning, Jane had said the 
opening prayer. At home Mother had helped her 
so she would know what to say. She felt good when 
she stood by Sister Ball and said the little prayer. 
Sister Ball smiled as she put her arm around Jane 
and said, "I was proud of the way you said the 
prayer today." 

Jane liked to sing the songs. 

Sister Ball said, "I want to thank our chorister 
who teaches us such lovely songs and Sister Beverly 
who plays the sweet music. The mothers and daddies 
liked the songs you sang for them last Sunday at 
the Mother's Day Program." 

Jane liked to listen to the little talks. "Thank 




you, Helen, for your lovely talk," Sister Ball said. 

Jane liked to take the sacrament and remember 
Jesus. Sometimes it was so hard to sit still. Sister 
Ball knew that. She said, "I liked the way Johnny, 
Jane, and the others folded their arms to be ready 
for the sacrament." 

"Sister Ball is so nice," thought Jane. "She 
makes everyone feel good." 



• • • 



"Our Teacher Tells Us What To Do" 

Susan and Barbara ran into the house. "Oh, 
Mother!" they called. 

"Shhh!" said Mother. "I have just put the baby 
to sleep. He was awake so much during the night; 
he has a bad cold." Then Mother added, "Did you 
have a happy time at Sunday School?" 

"Oh, yes! exclaimed Susan. "Our teacher is so 
nice. She tells us true stories. She asked us to tell 
our family about our lesson story. It was about 
the Apostle Paul. 

"Did you have a happy time, too, Barbara?" 

"Here is a picture I made." 

Mother said, "I can see a whole family, a daddy, 
a mother, two sisters, and a baby in front of a house. 
This must be our home and our family." 

"I'm thankful for my home," said Barbara. 
"After our teacher told us a story, Susie and I played 
in the homemaking corner. We were mothers taking 
care of our babies. We looked at a book with another 
teacher. She read it to us, too." 

"Your teacher plans for you to do some nice 
things. Do you remember the time you brought 
home a little paper cup filled with soil in which 
seeds had been planted? Do you remember that 
you watered them till they sprouted?" 

Barbara nodded and smiled. 

Susan said, "My teacher said, 'Welcome back. 
We're glad to see you.' I was glad I wasn't sick 
this Sunday. We played a story today. It was fun." 

Mother said, "Perhaps you could tell me the 
story about the Apostle Paul." 

Susan said, "I will! I love my teacher. She tells 
us so softly what to do." 

"I love my teacher, too," said Barbara. 



Library File Reference: Sunday Schools — Mormon — Junior Sunday School. 




AUGUST 1965 



333 



How does a man feel when, after a lifetime of 
blindness, he is given hope of seeing? What are his 
aspirations for the future when he is led to hope that 
lost vision may be partially or wholly restored? To 
Leonard Ecker it simply meant that a whole new 
avenue of learning would be opened up to him. He 
had been learning all his life, and he would continue 
to learn from each new experience or dimension. 

BY STEPHEN R. NOVAK* 

Early in 1962, at the age of 36, Leonard Ecker 
entered New York Eye and Ear Infirmary. Blind 
in both eyes since the age of 14 months after a serious 
attack of chicken pox and measles, he had been 
flown to New York with expenses paid by the stu- 
dents of Bay City (Michigan) Central High School, 
where he teaches six classes of English every day. 

One of his eyes is plastic. The other was to 
be the target of a corneal transplant by a skilled 
physician. The hope was for partial, if not even- 
tual full vision, for the subject eye. 

Leonard Ecker had never known the pleasure 
of seeing his parents, his playmates, his teachers at 
the Michigan State School for the Blind, his wife, 
his five children, his fellow teachers at Bay City 
Central High School, his students, or his doctors, 
nurses, and fellow patients. He had never known the 
pleasures of watching television or a movie, of seeing 
a flower, a hand, a face, or a smile. 

Yet, in his blindness, Leonard had fashioned a 
life and a wisdom few "whole" men could duplicate. 
Indeed, he has, despite the world of darkness, de- 
veloped a philosophy of light which brightens the 
lives of those privileged to know him. 

The remarkable fact about Leonard is not his 
infirmity. Others have overcome handicaps greater 
than his; he would be the first to admit it. Nor is 
his astute intelligence the outstanding facet of his 
character. Other have also matriculated from 
schools for the blind. The fact that he is a happily 
married man with five children is not unusual either. 

He is no hero; nor is he a wishful dreamer. He 
is a practical, learned, handsome, muscular, trim, 
and very unspectacular man. Yet it is precisely 
because he is so normal in all respects, especially 
with regard to his infirmity, that he is so remarkable. 

Normal in the use of his disability, he has 
learned to live with it. Using the faculties he has 



(For Course 5, lessons of October 17, 24, 31, "Dare To Do Right"; 
"Courage To Do Right"; and "Courage of Daniel and His Friends"; 
for Course 9, lesson of September 12, "A Leader Produces Good 
Fruits"; and of general interest.) 

* Stephen R. Novak, a free-lance writer, obtained his formal 
education from Lehigh University (Bethlehem, Pennsylvania) and 
Pace College (New York City), receiving a B.B.A. from the former. 
He also received a certificate of completion from a national corres- 
pondence school. He is self-employed. He and his wife, Mary, have 
been married 17 years. 



THE INSTRUCTOR 



had — hearing, touching — he has gained knowledge 
through Braille and listening. Here is a man who 
has loved life to the fullest with the faculties he 
does possess. Blossoming into intellectual and moral 
maturity quicker than most of us with full sight, he 
realized early in life that in the profession of teaching 
he could give to others whatever wisdom he himself 
had gained. 

For those who will learn, Leonard Ecker is a 
teacher of life, not only to his students at the high 
school, but to all who know him. Meeting him, one 
leaves with a little more love of life, a little more 
hope, a better appreciation of one's own health and 
possessions, and a realization that infirmity can 
become as much a part of normal living as can health. 

It was while visiting my father at the same hos- 
pital that I met Leonard, shortly after the operation 
had been performed on his right eye. The bandages 
were still on, and, completely blind, this young man 
was assisting others who were without sight. 

When my father's good eye was bandaged, it was 
Leonard who led him down the hall. Having spent 
his own life in darkness, Lenny used an inner light 
to help the other patients. He encouraged those who 
needed cheering after crucial treatment. Few pa- 
tients complained of their own problems when he 
visited them. 

Entering the hospital after taking an accumulated 
leave of absence from the high school, he waited only 
two days for a healthy and newly-acquired cornea 
from the eye-bank. After undergoing the trans- 
plant operation, with a bandage over his subject eye 
and the plastic eye uncovered (but unusable), Len- 
ny awaited the passage of time for the word — hopeful 
or not — which his doctor might have when the band- 
age was removed. 

It was at this point that I met him. I found him 
sitting amid other patients. There was little con- 
versation at the moment, so I sat next to him, intro- 
duced myself and began asking questions. 

"What do you teach?" I asked. 

"English. High School English," he replied. 

"How did you learn to read? Braille?" I asked 
him. 

"Yes, Braille — and listening." 

"Are you more sensitive in your hearing than — 
(I hesitated)— than us?" 

"No, not more sensitive. I'd say possibly more 
observant," said Lenny. 

"You judge sound and distance by echoes?" 

"Yes, you have to learn." 

"Don't your students take advantage of you?" 

"Not any more than they do of any other teacher. 
When I catch them, they toe the line." 



When I asked about his children, he said: "At 
the hospital, they let me clothe each baby when it 
was born. That was a real thrill." 

All his life he had been thankful for the oppor- 
tunities his family, friends, state and community had 
given him. Above all, he was thankful for the con- 
fidence invested in him by his wife. 

"I imagine the most important thing, if the 
operation's a success, will be seeing the faces of your 
wife and children." 

"Yes," he said simply. 

What he lacked in vision, he had gained in sen- 
sitivity to the sense of sound and touch. Doing things 
for himself was a routine accomplishment, like walk- 
ing alone the eight blocks to school, and helping 
others who needed him. 

"Do you have any hope for the operation?" I 
asked. 

"The doctor hopes I'll see outlines and distin- 
guish some colors." He never referred to himself as 
hoping. It was always "the doctor hopes." 

He was not pessimistic, not for himself or for his 
family, for he was already living his life to the fullest. 

He was hopeful, but not in a dynamic, spectac- 
ular way. He was confident that the doctor's wisdom 
exceeded his own, and there was the big chance the 
doctor would be right. 

The operation was a success. When Leonard 
Ecker left the infirmary, the metropolitan New York 
newspapers — the New York Daily News, the New 
York Mirror, the Herald-Tribune and the Journal- 
American — all gave feature play to his story. Some 
treated it as a miraculous return of sight. Others 
were only slightly less optimistic. 

For a brief time, Leonard Ecker saw his wife and 
his children. He saw imperfectly — mostly shadowy 
outlines — but he saw. 

But soon the cornea began to fail, and he lost 
what little sight had been gained in the operation. 
A cataract developed and severe pain set in. Re- 
moval of the cataract in another operation did not 
bring back his sight. Once again he returned to New 
York for another transplant. This time there was 
more hope. 

But for Leonard Ecker, sightless or seeing, life 
will always be a process of learning — and teaching. 

That Leonard Ecker may regain his sight is of 
secondary importance to the fact that he has seen his 
responsibilities as a father, husband, and teacher. 
In these fields he has caught the vision of his true 
roles in life and is living them. 



Library File Reference: Adversity. 



AUGUST 1965 



335 



Titles and Dates of Sunday School Lessons by Courses 



4th Quarter, 1965 



COURSE OF 
STUDY-1965 


Course No. 1; 

A Gospel 

of Love 


Course No. la: 

Beginnings of 

Religious Praise 


Course No. 3: 

Growing in 

the Gospel, 

Part II 


Course No. 5: 

Living Our 
Religion, Part II 


Course No. 7: 

History of the 

Church for 

Children 


Course No. 9: 

Scripture Lessons 

in Leadership 


Course No. 11: 

History of the 

Restored Church 


APPROXIMATE 

AGES- 1965 


Nursery 
3 


Advanced Nursery 

4 


Kindergarten 
5, 6 


Primary 
7, 8 


9, 10 


11, 12 


13, 14 


Date of Lesson 
OCTOBER 3 


Pets Need Us 

To Be Kind to 

Them (40) 


Moses, a 

Great Leader 

(40) 


The Church 

Has Twelve 

Apostles 

(40) 


What Is 

Persecution? 

(40) 


Making 

the Church 

Stronger 

(38) 


Review 

(37) 


Pioneer Trail 

Blazing 

(38) 


OCTOBER 10 


Neighbors Should 

Be Kind to 

Each Other 

(41) 


We Learn 

How To Live 

(41) 


Home Teachers 

Help the 

Priesthood 

(41) 


Persecution in 

Our Church 

History 

(41) 


Prophets 

Direct 

the Church 

(39) 


A Leader 

Seeks 

the Lord 

(38) 


Pony Express, 

Overland Stage 

and Telegraph 

(39) 


OCTOBER 17 


We Are 

Learning To Be 

Kind Everywhere 

(42) 


Our 
Families 

(42) 


Relief 

Society 

(42) 


Dare to 
Do Right 

(42) 


Brigham Young, 

the Second 

President 

(40) 


A Leader Is 

a Champion 

of Liberty 

(39) 


United 
Order 

(40) 


OCTOBER 24 


People Are 

Kind to Us at 

Sunday School 

(43) 


Our Friends 

and Neighbors 

(43) 


The Sunday 

School 

(43) 


Courage to 

Do Right 

(43) 


John Taylor 

the Third 

President 

(41) 


A Leader Is 

a Missionary 

(40) 


Welfare 
Plan 
(41) 


OCTOBER 31 


When 1 Came 

to Live With 

My Family 

(44) 


Our 
Animal 
Friends 

(44) 


We Are 
Members of 
the Primary 

(44) 


Courage of 

Daniel 
and Friends 

(44) 


Wilford 

Woodruff, 

the Fourth 

President (42) 


A Leader Obeys 

the Lord's 

Prophets 

(41) 


Early Church 
Schools 

(42) 


NOVEMBER 7 


My Parents Are 

Happy 1 Came 

to Live with 

Them (45) 


We Share 

with Others 

(45) 


The Mutual 

Improvement 

Association 

(45) 


Jonah 

(45) 


Lorenzo Snow, 

the Fifth 

President 

(43) 


A Leader Learns 

all that He can 

about Jesus 

(42) 


Educational 

Ideas of 

Brigham Young 

(43) 


NOVEMBER 14 


1 Came To Live 

in a Family 

(46) 


Our Many 
Helpers 

(46) 


We Are 

Grateful for 

Life 

(46) 


Nephi Was 
Blessed 

(46) 


Joseph F. Smith, 

the Sixth 

President 

(44) 


A Leader 

Seeks a 

Testimony (43) 


Present Church 

Program of 

Education 

(44) 


NOVEMBER 21 


There Is Love 
in My Family 
for Me (47) 


Thanks to 

Our Heavenly 

Father 

(47) 


We Are 

Thankful 

(47) 


"Ye Shall 

Have 
Great Joy" 

(47) 


Thanksgiving 
Lesson 


A Leader Learns 

about Christ's 

Teachings 

(44) 


Church 

Auxiliaries 

(45) 


NOVEMBER 28 


My Birthday Is 

a Special Day 

(48) 


We Care 

for Ourselves 

(48) 


We Serve in 

the Church 

Welfare Program 

(48) 


The Courage of 

Prophet 

Joseph Smith 

(48) 


Heber J. Grant, 

the Seventh 

President 

(45) 


A Leader Learns 

About Christ's 

Teachings 

(Continued) (45) 


Social Program 
of the 

Church 
(46) 


DECEMBER 5 


Mother and 

Daddy Have 

Birthdays (49) 


Right 
Choices 

(49) 


Jesus Is the 

Lord of this 

Earth 

(49) 


"Ye Are the 

Salt of 

the Earth" 

(49) 


George Albert 

Smith, the 

Eighth President 

(46) 


A Leader 

Is Righteous 
(46) 


Expansion of 

Mormonism 

(47) 


DECEMBER 12 


When Jesus 

Came Here 

To Live (50) 


We Grow 
Bigger 

(50) 


The Sacrament 

Is in 
Remembrance 
of Jesus (50) 


Heavenly 

Father's Gift 

to the World 

(50) 


David O. McKay, 
the Ninth 
President 

(47) 


A Leader Keeps 

a Record 

(47) 


Effects of 

Expansion 

(48) 


DECEMBER 19 


The World 

Is Happy 

(51) 


Christmas 

Lesson 

(52) 


Jesus Was Born 

to Serve 

in the Kingdom 

(51) 


To Give and 

Share True 

Meaning of 

Christmas (51) 


Christmas 
Lesson 


Christmas 
Lesson 


Christmas 
Lesson 


DECEMBER 26 


Jesus Taught Us 
to Love 

(52) 


The Birthday 
of Jesus 

(51) 


1 Would Follow 

in His 

Footsteps 

(52) 


The Sacrament 

Is a Reminder 

(52) 


Our General 

Authorities 

(48) 


Final 

Review 

(48) 


Review 
(49) 



336 



Numbers in parentheses are lesson numbers. 



THE INSTRUCTOR 



Titles and Dates of Sunday School Lessons by Courses 



4th Quarter, 1965 



Course No. 13: 

Principles of the 

Restored Church 

at Work 


Course No. 15: 

Life In 
Ancient America 


Course No. 17 
An Introduction 
to the Gospel 


Course No. 21: 

Genealogical 

Research— A 

Practical Mission 


Course No. 23: 

Teaching 

the 

Gospel 


Course No. 25: 

Parent and 

Child 


Course No. 27: 

Patriarchs 

of the 

Old Testament 


Course No. 29: 

A Marvelous Work 

and a Wonder 


15, 16 


17, 18 


19, 20, 21, 22 


Genealogical 
Training— Adults 


Preservice 
Teachers- 
Adults 


Family 
Relations- 
Adults 


Gospel Doctrine 
Adults 


Gospel Essentials- 
Adults 


Review 

(38) 


Samuel 

the 
Lamanite 

(38) 


Review 


Picking a 

Starting 

Task 

(34) 


The Calling 

of the 

Teacher 

(1) 


Tithing 

(36) 


Moses 

(40) 


Sabbath 
Day 

(38) 


Detours 

(3°) 


The Saviour's 
Birth and 
Crucifixion 

(39) 


Respect 

for the 

Body 

(34) 


First and Second 

Generation 

Research 

(35) 


Personal Supply 
of Teaching 
Materials (2) 


Review 


Moses 

(Continued) 
(41) 


Predestination 
and 

Foreordination 
(39) 


Testimony 

(40) 


Christ 

among the 

Nephites 

(40) 


Cultivation 
of the 
Mind 

(35) 


Engaging 

a 

Genealogist 

(36) 


Gospel Principles 
Are Vital 
Truths (3) 


Home 
Atmosphere 

(37) 


Moses 

(Continued) 
(42) 


Health 

and 

Happiness 

(40) 


Testimony 

(Continued) 

(41) 


Christ Among 
the Nephites 

(Continued) 
(41) 


Marriage 

and 

Family Life 


Review 


Obedience 

Is Learned 

(4) 


Recreation 

(38) 


Moses 

(Continued) 
(43) 


Way to 

Health 
(41) 


Testimony 
(Continued) 

(42) 


Christ among 

the Nephites 

(Continued) 

(42) 


Church and 

Civil 
Government 

(37) 


Assembling and 

Examining 

Notes 

(37) 


Teaching Must 

Match Learning 

(5) 


Living 

with Books 

(39) 


Moses 

(Continued) 
(44) 


Law of 

Tithing 

(42) 


Prayer 

(43) 


Conclusion 

of 

3 Nephi 

(43) 


Church and 

Economic 

Life 

(36) 


Assembling and 

Examining 

Notes (Continued) 

(38) 


The Place of 

Memorizing in 

Learning 

(6) 


Living with 

looks (Continued) 

(40) 


Moses 
(Continued) 

(45) 


By Their 

Fruits 
(43) 


Prayer and 

Testimony 

(44) 


Righteousness, 

Division, 

Degeneracy 

(44) 


A Latter-day 

Sainfs 

Wtorship 

(39) 


Problems in 

Assembling 

Group Sheets 

(39) 


Matching Lessons 
to Learners 


Family 
Budget 

(41) 


Moses 

(Continued) 

(46) 


Welfare 
Plan 
(44) 


Responsibility 

(45) 


Mormon 

(45) 


Salvation 

Available 

to All 

(40) 


Achieving 

Genealogy's 

Objective 

(40) 


A Good Lesson 

Presents 

One Concept 

(8) 


Discipline 

(42) 


Moses 

(Continued) 
(47) 


Place of Music 
in the 
Church 

(45) 


Paying the 
Bills 

(46) 


Moroni Finished 

His Father's 

Book 

(46) 


Review 


Adding to 

and Correcting 

Records 

(41) 


Teaching about 
Religious 
Behavior 

(9) 


Discipline 

(Continued) 
(43) 


Moses 

(Continued) 
(48) 


Persecution of 

Christ's 

Followers 

(46) 


Paying the 

Bills 
(Continued) 

(47) 


Moroni Discusses 

Principles and 

Ordinances 

(47) 


Restoration 
of the 

Gospel 
(41) 


Preservation 

of 

Notes 

(42) 


Teaching about 

Persons and 
Their Qualities 

(10) 


Family 

Time 

Schedule 

(44) 


Moses 
(Continued) 

(49) 


Contributions 

of 

Joseph Smith 

(47) 


Christmas 
Lesson 


Moroni's 

Farewell 

(46) 


Position 

of 

LDS Church 

(42) 


All Things 

Are 

Possible 

(43) 


Teaching about 

Inner Feelings 

of People 

0D 


Language 

Patterns 

Determined 

(45) 


Moses 

(Continued) 
(50) 


A World 
Religion 

(48) 


My Brother's 
Keeper 

(48) 


Christmas 
Lesson 


Christmas 
Lesson 


Christmas 
Lesson 


Teaching about 
Objects and 
Substances 

(12) 


Christmas 
Lesson 


A Look 
Backward — 
And Ahead 

(51) 


Christmas 
Lesson 


Final 
Review 


Final 
Review 


Final 

Review 

i 


Final 
Review 


Teaching Ideas 

Involving the 

Physical World 

(13) 


Final 
Review 


Review 

(52) 


Final 
Review 



AUGUST 1965 



Numbers in parentheses are lesson numbers. 



337 



SUGGESTED LESSON FOR STAKE 
CONFERENCE SUNDAY, 4TH QUARTER 



GODLINESS WITH 
CONTENTMENT 

by Oliver R. Smith 



To the Teacher: This article is intended to serve as the 
basis for a uniform lesson in Senior Sunday School classes 
fourth quarter, 1965, on stake conference Sunday. Teachers 
may adapt the material and give varying emphases in order 
to meet the needs of their students. 

In his first epistle to Timothy, Paul the Apostle 
warned against the error of some men in the early- 
Christian church who supposed that "gain is godli- 
ness." He added this counsel: 

. . . From such withdraw thyself. 

But godliness with contentment is great gain. 

For we brought nothing into this world, and it 
is certain we can carry nothing out. 

And having food and raiment let us be therewith 
content. 

But they that will be rich fall into temptation 
and a snare, and into many foolish and hurtful lusts, 
which drown men in destruction and perdition. 

For the love of money is the root of all evil: which 
while some coveted after, they have erred from the 
faith, and pierced themselves through with many 
sorrows. 

But thou, man of God, flee these things; and 
follow after righteousness, godliness, faith, love, pa- 
tience, meekness. (I Timothy 6:5-11.) 

Here the great missionary apostle stressed the 
vital choice which every Christian must make — to 
follow after the virtues of the spirit rather than 
material goals and "hurtful lusts" sought by those 
who would be rich in this world's goods. Christ Him- 
self had pointedly taught this principle to His hear- 
ers in the Sermon on the Mount. He said: 

Lay not up for yourselves treasures upon earth, 
where moth and rust doth corrupt, and where thieves 
break through and steal: 

But lay up for yourselves treasures in heaven, 
where neither moth nor rust doth corrupt, and where 
thieves do not break through and steal: 

For where your treasure is, there will your heart 
be also. (Matthew 6:19-21.) 

This teaching explains vividly the importance of 
seeking the right kind of treasures. If we devote 
ourselves to earthly treasures, our hearts cannot help 
but be fixed upon them. Thus, not being "content," 
we will fail to gain the spiritual treasures of which 
Jesus and Paul spoke. 



In the same sermon the Saviour gave further 
emphasis to the need for choosing between spiritual 
values and material gain: 

No man can serve two masters . . . Ye cannot 
serve God and mammon. (Matthew 6:24.) 

This makes clear that serving God with single- 
ness of heart is incompatible with serving the god 
of riches. 

The choice is not always an easy one, and the 
scriptures give several examples of those who chose 
worldly gain instead of the "great gain" of godli- 
ness. One of these was the rich young man who 
came to Jesus and asked: 

. . . Good Master, what good thing shall I do, 
that I may have eternal life? 

Told by Jesus that he should keep the command- 
ments, the young man answered: 

. . . All these things have I kept from my youth 
up: what lack I yet? 

Jesus said unto him, If thou wilt be perfect, go 
and sell that thou hast, and give to the poor, and 
thou shalt have treasure in heaven: and come and 
follow me. 

But when the young man heard that saying, he 
went away sorrowful: for he had great possessions. 

Then said Jesus unto his disciples, Verily I say 
unto you, That a rich man shall hardly enter into 
the kingdom of heaven. (Matthew 19:16, 20-23.) 

As most of us do not count ourselves rich, it is 
easy to feel that this warning applies only to those 
with great possessions. We may even tell ourselves 
that the Lord must love us more than the rich, and 
that because we do not have riches in this life, we 
will surely have an advantage in entering the king- 
dom of heaven. 

Comforting as this rationalization may seem, it 
fails to take into account the key point which is more 
important than the mere amount of goods one pos- 
sesses. Is the heart set on "treasures in heaven," 

(Concluded on page 340.) 



LIFTED LABOR 

The surge and clamor of this busy street, 
The grimy mammon in its golden mill 
Serve me the daily bread that I must eat, 
But never mar my peace, for Christly skill 
Has taught me how to labor while I feast 
On hidden manna in a world apart; 
And thus I prosper though I derive the least, 
Because the wealth of God is in my heart. 

— Frances Palmer. 



338 



THE INSTRUCTOR 




HOW THE WELFARE 

PROGRAM HELPS 

THOSE IN NEED 

by Richard 0. Cowan 

Throughout various ages of the earth's history, 
our Father in heaven has been concerned about the 
temporal as well as the spiritual welfare of His chil- 
dren. It should be no surprise, therefore, that with- 
in one year of the establishment of the Church in 
our day the Lord revealed His plan regarding the 
temporal well-being of the Saints. 

On Feb. 9, 1831, the Prophet Joseph Smith re- 
ceived a revelation (Doctrine and Covenants 42). 
The Prophet specified this revelation as embracing 
the law of the Church. Embodied in this law was 
the concept that in reality all things belong to the 
Lord. (Psalm 24:1.) 

Therefore, the individual considered himself a 
steward, responsible to the Lord for how he used 
the property entrusted to him. The bishop, as the 
Lord's earthly representative in temporal things, was 
a key figure in the working of the Law of Consecra- 
tion. A person desiring to live this law would first 
"consecrate" by legal deed all of his property to the 
bishop, who in turn would convey to the individual 
by legal deed his "stewardship," the material means 
by which the individual could support his family. 
All surpluses were turned over to the bishop's store- 

(For Course 3, lesson of November 28, "We Serve in the Church 
Welfare Program"; for Course 11, lesson of October 24, "Welfare 
Plan"; for Course 29, lesson of November 14, "Welfare Plan"; and 
of general interest.) 



As the program grew, areas developed specialized production 
projects of their own. Citrus fruits came from California 
and Arizona; potatoes from Idaho; tuna fish from San Diego; 
gelatin from Kansas City; peanut butter from Houston; shav- 
ing cream and toothpaste from Chicago; and macaroni and 
noodles from Salt Lake City. The Welfare Program produced 
over 100 of 135 items approved for storehouse distribution. 



house, which was maintained primarily for the pur- 
pose of helping the worthy poor. 

Because of difficulties arising out of persecutions, 
and because of the Latter-day Saints' failure to 
live wholeheartedly this law, the Law of Consecra- 
tion was withdrawn after a few years. In 1838 a 
lesser law was given by revelation (Doctrine and 
Covenants 119) to the Church — tithing, under which 
members consecrate ten percent of their income to 
the Lord for His work on earth. The ideal of stew- 
ardship has persisted; Latter-day Saints still feel 
responsible for how they use their talents, property, 
and other resources, and for how they magnify their 
callings in the Church, family, and in the community. 
Because of their experience in the Law of Consecra- 
tion, Latter-day Saints have developed a strong sense 
of cooperation; this trait was reinforced during pe- 
riods of persecution and years of working together 
to conquer a wilderness. 

The Fast Offering has become one method by 
which Latter-day Saints have continued their inter- 
est in helping the poor. Fasting for the spiritual 
blessings it brings has been known in all ages of 
religious history. This practice was part of the Res- 
toration; and there is evidence that in the Kirtland 
Temple periodic fast meetings were held during 1836. 
After the pioneers had come to the Salt Lake Valley, 
President Brigham Young established in 1852 a reg- 
ular fast day, on the first Thursday of each month. 
During the famine of 1855-56 the custom became 
general of bringing offerings for the poor to the fast 
meetings. In 1896, because more and more Latter- 
day Saints had weekday employment, the fast day 
was changed to the first Sunday monthly. Today 
Latter-day Saints are requested to fast two con- 
secutive meals within a 24-hour period and donate 
the equivalent value to the bishop as an offering. 
Fast funds are used to meet cash requirements (such 
as rent, medical expense, hospitalization, etc.) of 
those in need. 

During the depression years of the 1930's many 
principles embodied in the Law of Consecration were 
revived. Many local leaders sought means to help 
Church members in need. President Heber J. Grant 
and other Church leaders gave the problem prayer- 
ful consideration. As a result, in 1936 the Church 
adopted the Church Security (now Welfare) Plan. 
Even though the immediate need was to feed, clothe, 
and house the needy, still the basic purpose was to 



AUGUST 1965 



339 



remedy underlying disorders of the economic system 
itself. The ideals of faith in God, free agency, and 
the dignity of work were to be vital fundamentals. 1 

As the program grew, many areas developed 
specialized production projects of their own. Citrus 
fruits have come from California and Arizona; po- 
tatoes from Idaho; tuna fish from San Diego; gelatin 
from Kansas City; peanut butter from Houston, 
Texas; shaving cream and toothpaste from Chicago; 
and macaroni and noodles from Salt Lake City. Near 
the end of 1963 officials reported that of the 135 
items approved for storehouse distribution, approxi- 
mately 100 were produced within the Welfare Pro- 
gram itself. The goal has been to become as self- 
sufficient as possible. With such an extensive and 
varied program, coordination is imperative. The 
estimated needs of bishops throughout the Church 
for aiding the poor are tabulated. With these needs 
in mind, the General Welfare Committee assigns to 
each stake or region a certain amount of specified 
goods to be produced. Where new projects are to 
be established, members in the region are called upon 
for voluntary contributions for real estate and capi- 
tal outlay. From that point onward it is hoped that 
the yearly quotas can always be met. 2 

The Deseret Industries, an important part of the 

^ee J. Reuben Clark, Jr., Church Welfare Plan, a discussion 
before the first Citizens Conference on Government Management, 
June 20, 1939, pages 15, 16; pamphlet distributed by the Church 
Welfare Committee. 

-See Church News, November 18, 1963, page 14. 



Welfare Program, had its beginning in 1938. The 
basic purpose of Deseret Industries is to provide em- 
ployment for handicapped or elderly persons who 
cannot find work in regular commercial enterprises. 
In this way those who are willing to work are able 
to contribute to their own support and thereby main- 
tain self-dignity. It is hoped that many of these 
workers can be rehabilitated and find profitable em- 
ployment in regular industry. Members of the 
Church can help by contributing used clothing, fur- 
niture, and other items which are reconditioned and 
dispensed at nominal prices by Deseret Industries 
in order to provide the cash portion of its workers' 
salaries. Many of the better reconditioned goods I ^ 
are turned over to the bishops' storehouses for use 
in the Welfare Program. 3 

If members of the Church understand how the 
Welfare Program functions, they can recognize ways 
in which they may contribute to its success. Each 
member should realize that he has the prime respon- 
sibility for his own well-being; this is why Church 
leaders encourage each individual to qualify himself 
as fully as possible to earn his living, and why each 
family should store at least a year's supply of the 
necessities of life. Through participation in the Wel- 
fare Program, Latter-day Saints are fulfilling the 
commandment to love their neighbors as themselves. 



s See Church News, August, 1963, pages 8, 9. 
Library File Reference: Welfare Program — Mormon Church. 



GODLINESS WITH CONTENTMENT (Concluded from page 338.) 



or on earthly and selfish goals? This is the vital 
question. Perhaps it is too often overlooked that 
this question applies as much to the poor man as 
to the rich man. 

In the modern dispensation of the Gospel, the 
Lord made this application plain in two powerful 
verses of a revelation given to Joseph Smith in Kirt- 
land, Ohio, in June, 1831: 

Wo unto you rich men, that will not give your 
substance to the poor, for your riches will canker 
your souls. ... 

Wo unto you poor men, whose hearts are not 
broken, whose spirits are not contrite, and whose 
bellies are not satisfied, and whose hands are not 
stayed from laying hold upon other men's goods, 
whose eyes are full of greediness, and who will not 
labor with your own hands! (Doctrine and Cove- 
nants 56: 16, 17.) 

Here is an unequivocal double warning that re- 
bukes equally the selfishness of rich men and the 



greediness of poor men whose spirits are not contrite. 
Is it not clear that such poor men- — if they had pos- 
sessions — would be in the same mold as the selfish 
rich? Thus their greediness is equally condemned. 

To reap the joys of the Gospel in this life, and 
to earn a place in the kingdom of heaven hereafter, 
we need to change our hearts from selfishness to 
godliness. We need to examine ourselves - and see 
whether we are truly worshipping God with all our 
hearts or whether we are dominated by worldly goals. 
Are we preoccupied with getting fine clothes, home, 
luxuries, automobiles, pleasure equipment, property, 
stocks, social position, and the honors of men? If 
so, we are failing to develop the qualities of unsel- 
fishness and consecration which lead to "treasures 
in heaven." 

We would do well to follow after the qualities of 
faith, love, patience, and meekness, and, as Paul 
said, seek "godliness with contentment." 



Library File Reference : Spiritual values. 



340 



THE INSTRUCTOR 







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at Salt Lake City, Utah 



A TIME TO RUN 



Emerson Foote: He had courage. 



Two unexpected guests came to 
our door last Saturday night. Ac- 
tually it was early Sunday morn- 
ing. The hands of our clock had 
passed midnight. These visitors 
were panting. 

They were young women, about 
20 years old. One was a tall bru- 
nette; the other, a shorter blonde. 
They had been running along a 
winding dirt road which cuts 
through the oak near our home. 

"May we use your phone?" one 
of them asked. As they talked, the 
story unfolded. Against their wish- 
es, their boy friends had driven 
them down a lonely lane. After 
the car had come to a halt, the 
girls had opened the doors and fled. 

It took courage to get out and 
run to the door of a strange home 
after midnight. They could have 
lingered longer and attempted to 
persuade their companions to ab- 
stain from further advances. But 
in everyone's life there is a time 
to get out and run. And those girls 
ran, even though the hour was not 
a convenient one. 

Not many weeks ago I broke 
bread with a man who had cour- 
ageously stood up and walked 
away from a comfortable chair. He 
is tall, handsome, silver-haired, and 
has the quiet manners of a true 
gentleman. He is Emerson Foote. 

A few weeks before he had re- 
signed as chairman of the board of 
the world's second largest adver- 
tising agency. His salary had been 
over $150,000 a year. His reason 
for leaving the chair: His advertis- 
ing agency was handling a large 



(For Course 13, lesson of October 10, "De- 
tours"; for Course 15, lesson of September 26, 
"Nephi"; for Course 17, lesson of October 10, 
"Respect for the Body"; of general interest 
to Course 25 and in Family Home Evening 
lessons.) 



cigarette account. Mr. Foote had 
convinced himself that cigarette 
smoking was injurious to health. 
He could have turned over the 
cigarette account to an associate 
and reasoned that he had divested 
himself of any connection with 
smoking. But that was not enough. 
He resigned the chairmanship and 
left the firm. He became the hard- 
driving head of a national council 1 
combating cigarette smoking! 

Edmund Gibson Ross became a 
member of the United States Sen- 
ate in 1866, the year after Presi- 
dent Lincoln's assassination. In 
the White House was the stocky 
son of a North Carolina tavern 
maid, the President who had not 
gone to school: Andrew Johnson. 

Johnson was in a bitter struggle 
with Congress. He wanted to con- 
tinue with Lincoln's policies of 
helpfulness to the South, but 
Congress was controlled by men 
determined to punish the Sputh. 
Members of that national govern- 
ing body continued to pass harsh 
laws over Johnson's vetoes. Feel- 
ing against the President ran high. 
The House of Representatives vot- 
ed to impeach him. The vote to 
remove him from office next came 
to the Senate. A two-thirds major- 
ity, or 36 votes, was needed to 
dismiss the President from office. 
Only 19 votes were needed to ac- 
quit him. It appeared there were 
35 votes to convict him, 18 to 
acquit him. But no one knew how 
the freshman Senator from Kansas, 
Edmund G. Ross, would vote. 

The call came for his vote. The 



iNational Interagency Council on Smoking 
and Health, organized and sponsored by such 
organizations as American Cancer Society, 
American Heart Association, National Con- 
gress of Parents and Teachers, and others. 




galleries were packed. The moment 
was tense. Senators leaned over 
their desks, some with hand to ear. 
Ross did not like Johnson. The 
Kansan had been warned that a 
vote for acquittal would mean his 
political death. He had received a 
telegram from some one thousand 
citizens in Kansas urging him to 
vote for conviction. Ross said that 
as he was about to vote, "I almost 
literally looked down into my open 
grave." He voted "not guilty." He 
reasoned that the office of Presi- 
dent would be degraded if the 
President were dismissed. 

Ross's political career ended 
with that vote. He went to his 
grave almost a nobody. 

A century later Edmund G. 
Ross has been hailed 2 as a states- 
man with stature, a courageous de- 
fender against mob rule in govern- 
ment. Millions of Americans can 
be grateful to that freshman Sen- 
ator. 

Who knows? Unborn genera- 
tions could have cause to be thank- 
ful for the midnight run of two 
girls. Indeed, generations — even 
civilizations — have been blessed 
through a similar act of a young 
man in the house of Potiphar. Gen- 
esis says of Joseph that "he fled, 
and got himself out." 3 There came 
a time for Joseph to get out and 
run. And he ran. 

— Wendell J. Ashton. 



2 See John F. Kennedy, Profiles in Courage; 
New York, Harper and Brothers, 1956. 

^Genesis 39:12. 
Library File Reference: Courage,